Remember that Family Guy bit where Stewie is begging to get Lois’s attention by doing that lovable and annoying and relentless thing children do? “Lois! Lois! Lois! Lois! Lois! Mom! Mom! Mom! Mommy! Mommy! Mommy! Mama! Mama! Mama! Ma! Ma! Ma! Ma! Mum! Mum! Mum! Mum! Mummy! Mummy! Mumma! Mumma! Mumma!”
Of course, Lois replies, “WHAT?!”
Repetition is, no doubt, effective.
I tell my students often that carefully and intentionally placed repetition can elevate your writing like that (*snaps fingers).
Something I’ve done that pushes students towards this type of intentional and elevated writing is to zoom in on the sentence level and examine the writer’s choices in repetition.
The upshot is that this is a two-birds, one stone approach. Students are required to both analyze the writing, which could tilt towards either literary or rhetorical analysis, and imitate the structure in their own writing.
Take for example these mentor sentences and passages:
I think it would be well, and proper, and obedient, and pure, to grasp your one necessity and not let it go, to dangle from it limp wherever it takes you.