God's Grandeur


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God's Grandeur

  1. 1. GOD'S GRANDEUR L.O: To complete an in depth analysis of the literary and lingustic features of the poem and write in depth SEA paragraphs.
  2. 2. GOD'S GRANDEUR Gerard Manley Hopkins (1844-1889) The world is charged with the grandeur of God. It will flame out, like shining from shook foil; It gathers to a greatness, like the ooze of oil Crushed. Why do men then now not reck his rod? Generations have trod, have trod, have trod; And all is seared with trade; bleared, smeared with toil; And wears man's smudge and shares man's smell: the soil Is bare now, nor can foot feel, being shod. And for all this, nature is never spent; There lives the dearest freshness deep down things; And though the last lights off the black West went Oh, morning, at the brown brink eastward, springs – Because the Holy Ghost over the bent World broods with warm breast and with ah! bright wings.
  3. 3. THEMES AND IDEAS God’s Grandeur is primarily about the greatness of God and the impact of humans on earth. Written during the time of the industrial revolution, Hopkins shows how the world may be potentially ruined by man due to power and selfishness. However Hopkins does not go on to condemn man, but instead centres his work on God and his reaction to man’s treatment of his environment. Like many of his poems Hopkins explores man’s indifference to the destruction of sacred natural and religious order. In the second stanza Hopkins explains that the world is perhaps more resilient than we imagine and even when thinks seem bleak, God is always watching over us and therefore there is always hope.
  4. 4. FORM Statement Evidence Analysis Petrarchan sonnet form, being made up of an octave and a sestet. In the sestet he uses a Volta to show a turn in argument or a change in tone. However unlike the traditional sonnet form Hopkins has not stuck to the traditional iambic pentameter. For example in the fourth line of the poem he follows stressed syllables with another to create sense of urgency in his question. Why do men then not reck his rod?” In this way Hopkins attempts to bring make poetry more like natural speech. Likewise in the next line we find a falling meter ‘have trod, have trod,’ which almost replicates a foot like movement.
  5. 5. SYNTAX Statement Evidence Analysis It includes many rhetorical devices, usually associated with the metaphysical poets. The first four declarative lines Welcome the reader with an extreme affirmation, that God is ever present and powerful, though we may not always see it. The interrogative statement in the next line, ‘Why do men then not reck his rod’, asks the question why do people continue to ignore him. When reading the poem aloud, it almost sounds like a political speech, almost propaganda in style.
  6. 6. The rest of the poem is made up of complex sentences, with the use of the semi colon to dramatize and expand upon his reasoning. Hopkins clearly positions his wording for emphasis. For example at the end of line three, enjambment is used, where ‘crushed’ is foregrounded on the next line to emphasis the destruction of mankind.. The use of complex sentences could be to show the complexity of man’s position and his faith in God
  7. 7. LEXIS Statement Evidence Analysis In the first stanza a number of dynamic verbs are used such as ‘flame out’, ‘gather’ and ‘crush’, Could be representative of the progressive action packed age in which the poem was written. As the first stanza continues these dynamic verbs, which are generally used to describe the actions of man, become increasingly more destructive, ‘trod, seared, bleared and smeared’ Show how man, in the age of the industrial revolution has neglected the gift that God has given them. At the start of the second stanza we witness a change in tone. Hopkins surprising use of the co- ordinating conjunction, ‘and’, to replace the expected contrastive conjunction shows that all hope is not forgotten.
  8. 8. LEXIS Statement Evidence Analysis pre-modifier ‘dearest’ suggests that mankind can rectify things. noun phrase ‘deep down things’ suggests that there is still something spiritual at work in relation to nature adverbial phrases ‘West went’, which indicates the sun, and potentially hope setting is juxtaposed by ‘eastward springs’ on the next line, Reminds the reader that God is always present to help and forgive, a primary idea of the catholic church.
  9. 9. IMAGERY Statement Evidence Analysis For example the use of the verb phrase ‘flame out’ suggests God’s forceful and all-powerful nature together with the use of the noun phrase ‘shook foil’ can be seen to refer somewhat to the industrial age in which he was living, with electricity being developed. Likens God’s greatness to the ‘ooze of oil’ The noun oil has connotations of purity and also the most valued natural resource on earth, which God himself created. Hopkins chose his imagery carefully, to gain the maximum meaning possible.
  10. 10. PHONOLOGY Statement Evidence Analysis fricative alliteration of the ‘flame out’ and shook foil’ makes the presence of God sound forceful and almost explosive, highlighting his power. Plosive B alliteration ‘black’, ‘brown’, ‘because’ and ‘Broods’ creates a woeful tone, in the second stanza, which can be seen as paradoxical due to the fact that he is discussing the positive element of God’s commitment to humankind. assonance, in particular in his description of man and work being ‘seared’, ‘bleared’ and ‘smeared’ creating a critical tone, as well as elongating the vowel sounds A typical feature of Hopkins’ poetry is his use of typical Welsh born ‘consonant chiming’, which involves elaborate use of alliteration and internal rhyme.
  11. 11. ANALYSIS Each of you will be given one part of the analysis grid. You will write S.E.A. paragraphs in your groups focusing on this area. You need to write at least two, detailed, paragraphs. In your analysis:  Talk about the effect of the quote you have picked out on the reader and the poem as a whole? (Why has the poet included it?)  How does it link to the theme or meaning of the poem?  Are there any other similar examples of this in the poem?
  12. 12. NOW… Swap sheets. You are going to improve each other’s paragraphs.  Is it in S.E.A structure?  Have they used terminology correctly?  Have they analysed fully? For example, have they: Fully explained the effect of a feature picked out? (to create a more vivid image/to create rhythm/ to describe something more powerfully/to emphasise its importance etc.) Linked this to the theme or meaning of the poem? Linked it to similar features in the poem?