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Anadiplosis/Conduplicatio As they continue Unit 2 (Reading Information and Writing Informative-Explanatory), students will be able to recognize key rhetorical devices (namely anadiplosis and conduplicatio) through peer share of journal responses. Students will peer assess a partner's writing using the 4-point open ended rubric for writing. As they continue their reading of Toni Morrison's, The Bluest Eye, students will be able to work cooperatively to justify the author's decisions concerning style and structure as pertaining to the sub-chapters of the work. Students will design an explication of their selected season, supporting their ideas with previous findings (prior knowledge, literature, film) and present this analysis through a presentation board. As they continue Unit 2 (reading information and writing informative/explanatory) students will be able to effectively apply key rhetorical devices such as anadiplosis and conduplicatio to their writing. Ultimately, students will earn a 5 or 6 on an informative writing scoring rubric.
Anadiplosis and conduplicatio are two forms of repetition that can help add structure to your essays. • When used properly, repetition can be an effective organizational device. • The key to using it is an awareness of what you are doing and why. • While the repetition of a word makes it stand our from the rest of the text, if the repeated word has no real relevance, its use comes across as awkward and bulky. • When the word is a key part of the discussion, however, repetition can help focus the reader’s attention on it. The word then takes on extra force and power.
Anadiplosis takes the last word of a sentence of phrase and repeats it near the beginning of the next sentence or phrase. Words used this way end up near one another, so their repetition becomes very apparent. Used well, this form can have a beautiful sound and can be an effective way of putting focus on a key word. • For example: • “In education we find the measure of our own ignorance; in ignorance we find the beginning of wisdom.”
Conduplicatio takes an important word from anywhere in one sentence of phrase and repeats it at the beginning of the next sentence or phrase. • This form is crucial to good organization within an essay. It will help guide your reader from one idea to the next by aiming directly at the key point of your discussion. • Some writers tend to lead into every new point with a long string of words introducing the fact that they are going to talk about a new point. • Conduplicatio helps you avoid this inadequacy by introducing the point right at the beginning.
Examples of conduplicatio: • “This law destroys the fruits of thirty years of struggle, bringing us back to a less enlightened time. Law should be evolutionary, building up rather than tearing down.” • “Seeing that they hear, do we not ask if they speak? Seeing that they speak, do we not ask if they reason? Seeing that they reason, do we not question whether we are more alike than not?”
Anadiplosis or Conduplicatio? • “This afternoon, in this room, I testified before the Office of Independent Council and the Grand Jury. I answered their questions truthfully, including questions about my private life—questions no American citizen would ever want to answer.” –William Jefferson Clinton • “Drugs don’t just destroy their victims; they destroy entire families, schools, and communities.”-Elizabeth Doyle
Anadiplosis or Conduplicatio? • “Aboard my ship, excellent performance is standard. Standard performance is sub-standard. Sub-standard performance is not permitted to exist.”-Herman Wouk, (The Caine Mutiny” • “Fear leads to anger. Anger leads to hate. Hate leads to suffering.” –Yoda (Star Wars) • Weightlessness gives astronauts the feeling of an escape from the confines of gravity. Escaping from handcuffs, however, was exactly what was on the mind of the prisoner.
While both help emphasize a certain word, they also can build a hypnotic rhythm through their repetition. Biblical verse makes extensive use of both anadiplosis and conduplicatio to move towards a crescendo in a sentence. • In the beginning God made the heavens and the earth. The earth was without from and void, and darkness was upon the face of the deep. (Gen. 1:1-2) • And the woman said to the serpent, “We may eat the fruit of the garden. But of the fruit of the tree which is in the midst of the garden, God has said, “You shall not eat it…” (Gen. 3:2)
These two devices can also be used stylistically as an emotional appeal, almost as if you are crying out in repetition. In speech, this is a common way we convey our disbelief or shock at something. By mimicking this behavior in your writing, you can bring your reader to a similar feeling. • “Did you not weep when the bombs rained down? Did you not weep?” • “There are few things more important than a warm bed; a warm bed and a shower, perhaps.” • “In life we must always keep aware of the constant ebb and flow. Life is a river, not a face of stone.
Rewrite the following as either anadiplosis or conduplicatio • You will know the truth, and it will set you free. –paraphrased from John 8:31 • Once and for all, I’m going to vary my routine, the one that has defined my every waking moment for the past two decades. • The patriot does not question; he or she acts. • Fortinbras says that because Hamlet died a hero’s death, he should have an appropriate funeral. • Still, some viewed the governor as a prophet of hope in a time when cynicism and despair were the fashion.
Anadiplosis of Conduplicatio • You think I wish to harm you? You who have been nothing but a friend to me? • Music is to the soul as air is to the lungs. Without music, the heart is silent, and it is only in music that wordless emotions find a voice. • This type of segregation is not just harmful to our children. Segregation is also harmful to the larger community it is practiced in.
Do-Now Discuss the connotations of the seasons. Why might Morrison have chosen to write her novel based in the cycle of the seasons. Please attempt anadiplosis or conduplicatio in your response.
Favorite Season? Winter Spring Avondaya Melanie Ydur Negus Reginald Christian Summer Autumn Lisa Albert Tina Jamillah Sarahnia
Homework • Research your chosen season. Prepare a typewritten paragraph in which you discuss the implications of the season. • Identify a passage from a literary text that establishes a clear connection to a season. Please be prepared to discuss this text. • Provide a clip or verbal explanation of a film that applies the symbolism of a season.
Activity: • Review your “Seasons” homework. Synthesize and prepare your ideas for presentation to the class. • Your presentation should include: • A display of key information regarding your season, its presence in The Bluest Eye, and a list of film and literary titles associated with said season. • A discussion of supporting literature and film that utilize your chosen season. • A reference to the Thomas Foster chapter, “…So Does Season” from How to Read Literature Like a Professor
Homework- for Tuesday, December 3rd • For homework, prepare a 5-paragraph typed response to the following: • Toni Morrison frames her story on multiple levels, one of which deals in the seasons of the natural world. Based on your understanding of the characters and situations presented thus far, explain why the seasons may or may not work as a framework for Morrison’s novel. • Include textual evidence in the form of direct quotes and/or paraphrases. • Include parenthetical citation. • Reference The Bluest Eye by Morrison, “So Do The Seasons” by Thomas C. Foster, and an additional informational text of your choosing. • Include a Works Cited page
Essay should include: • Introduction Paragraph(s) • An introduction to the novel with brief mention of the seasons. • Main Body Paragraphs • In depth reference to the seasons, their connotations, symbolism, and presence in the novel. • Conclusion • Analysis and justification of Morrison’s framework of the seasons. Does it make sense to reference the seasons? Why or why not?
