Footnotes

1. This poem is composed of three line stanzas, except for two-line final stanzas in each section. The first line of and the third line in each stanza rhyme, but the second line does not; however, the end sound of the second line is used as the rhyme scheme for the first and third line of the subsequent stanza, forming ABA BCB CDC DED EE structure. This form of the poem is called "terza rima." Additionally, the meter of this poem is iambic pentameter. --- Jung M. Hong ▲
2. Throughout the poem, Shelley personifies the west wind. He sets the foundation for this personification with specific diction, imagery, and word choice. In the very first line, he writes, "O wild West Wind," (1). Not only does he capitalize "West Wind," but the alliteration of the three words gives off a sound of wind blowing. This gives the reader the feeling that he or she is actually in the midst of the "West Wind" and is susceptible to its "destroying" and "preserving" powers. Shelley purposely does this in order to create an environment in which the reader can relate to the poetry. In the end, the poem's meaning can be interpreted as a poet trying to spread his word (winged seeds) to others through the power of the west wind. Thus, creating this atmosphere helps guide the reader to the personification of the west wind in hope to facilitate the message of the poem. Patrick McFarland ▲
3. Shelley’s "Ode to the West Wind" seems to be a poem about the autumn of life. Death or winter is looming on the horizon while the West Wind threatens to push you further in that direction. There are frequent mentions of the "Wild West Wind" carrying people to death throughout the poem. In lines 2-3 the dead leaves being blown around are compared to fleeing ghosts. In lines 6-8 the wind delivers "winged seeds" (compared to corpses) to their wintry graves, until a new life cycle begins in the spring. Shelley does not seem to resent the wind for ending the summer of life (line 29) and taking people closer to winter and death. He ends the poem by acknowledging that after winter there will inevitably come spring (line 70). - Jasmine Jenkins ▲
4. The first two stanzas give a great description of autumn leaves. I think the description is further developed by the rhyme scheme. The structure of rhyming present in the poem is ABA BCB CDC and so on. I feel this adds rhythm, which gives a stronger depiction of the image of leaves flying in wind. The wind is also personified as it is referred to as WILD in the first line of the poem. In addition to personification, I believe a negative tone is developed in the first stanza. For instance, Shelly refers to "leaves dead" and "ghosts", which both give a sinister tone. This emphasizes that the author has a negative view of autumn and believe that it is a destroyer of nature's beautiful leaves. Shahnaz Rahman ▲
5. In the poem "Ode to the West Wind" the author uses many colors to describe the wind. In reality it not the wind, it is rather the dead leaves that the wind is causing to move about. As readers we are already told that it is autumn so we easily assume that these colors are relating to the colors of the leaves. Being that the colors are written in a sequence that is rather interesting. The color "yellow" usually reminds one of happiness and the sun, while the color"black"which reminds one of death and darkness. The play on colors continues as the author goes on to mention the colors "pale and hectic red." These colors are major contractions one reminds again of paleness or whiteness almost as if death is calling upon it. The fact that it is followed by "hectic red", shows that it is not only"red"a bright color but it is "hectic" a wild color, unlike the others. This idea shows that no matter what color, what background one is, death like the wind can control everyone, it doesn't pick and choose, it treats all the same. The same way the colors(leaves) are treated alike. -- Krishna Vora ▲
6. Shelley begins the ode with the direction at the "Wild west wind," as well as the idea of the autumnal state that it brings (line 1). This begins the circular aspect of the poem, in which time is a major theme. The idea of time is represented through the change of seasons as well as colors within the poem. For instance, in line four, Shelley describes the colors of "yellow, and black, and pale, and hectic red." These colors represent the "wild wind" in the beginning but also are aspects of the different seasons and their identities. The black and pale colors of the wind represent the winter months, while the yellow and red could represent fall, or yellow may also represent the spring. The differences in color and season are also repeated throughout the poem, again in the third stanza when Shelley creates a shift from the "grave" of winter wind to the Spring, as well as at the end of the poem where winter is followed by Spring (lines 8-9). Alyssa Perez ▲
7. In the first part of the poem, Shelly likens his pathetic status of his emotion to a weather transition from autumn to spring. He compares the fallen leaves to the victims of Pestilence. The colors of fallen leaves "yellow, and black, and pale, and hectic red" (4) also portray the appearances of pest patients might be. Shelly shifts from autumn to winter by comparing the leaves to the pest patients on "their wintry bed" (6). In the third stanza, he feels sympathy for the flying pollens during spring, which will eventually lie on a cold and low ground like a corpse. -- Juhee Ban ▲
8. Shelley uses a simile in lines 7 and 8 to emphasize the despair of winter. He notes that "The winged seeds, where they lie cold and low, / Each like a corpse within its grave..." (lines 7-8). By relating the seeds to a corpse, Shelley demonstrates the sharp contrast between winter and spring by emphasizing the dreary mood that often accompanies winter. He states that the seeds are "winged," which suggests that they have the potential to be productive in the spring. However, the winter oppresses these seeds and deprives them of their vitality, which corresponds to the lifelessness of a corpse. Nevertheless, Shelley provides hope for the future by indicating that the spring will rejuvenate the seeds (lines 9-12). Stacey Elkhatib ▲
9. The description of the West Wind as wild is very significant. Not only does “wild” describe the wind, it also describes the overall nature of the text. In the fall the wind blows “dead” leaves that resemble “ghosts,” with colors of “yellow” and “black”. This diction magnifies the ominous tone created as all of these words have negative connotations. However, following this description of autumn is a description of spring. The contrast of the words like azure, sweet, and living, which all have positive connotations to the negative diction in the beginning of the section illustrate the drastic change in the seasons the wind interacts with, hence creating its “wild” nature. This drastic change is a product of one word, “until.” "Until" marks the transition from this wind in a barren and desolate setting, to its existence in a lively and vivacious setting of spring, and the transition from a very negative tone to an extremely positive tone. This one word igniting such a radical change exemplifies the wild and somewhat untamed structure of this poem, which coincides with the nature of the wild wind. -Marcus Patterson ▲
10. The use of "destroyer and preserver" by the speaker exemplifies the idea that the wind is a powerful entity. In the poem, the wind is shown to bring death and life to earth. The wind represents something of importance because it is what connects the various seasons to one another. The wind also represents something of importance to the speaker and is personified in part 5 of the poem as a messenger. -Kendrick Daniel ▲
11. The consonance and repetition of the "s" in line 15 add to the overall dramatic tone of the poem; "Thou on whose stream, ‘mid the steed sky’s commotion." These sounds literally create a ruckus in the readers attempt to speak the work aloud. Shelley is assigning a mental image of an untamed and feral "Wild West Wind" (line 1). The reader can assume that the "stream" (line 15) metaphorically carries all the images of the poem around the sky. -Kyle Korelishn ▲
12. This is personification to emphasize the awesome impact that thunderstorms have. The author also uses powerful words which suggests that the west wind can have a strong influence over the land that it passes over. It brings with it these angels of rain and lightning when it could be bringing demons of lightning. Describing the storms it brings as angels is important in showing that the rainfall might sound and look terrifying but it is actually a blessing. It has the power to change the "decaying leaves" into living plants again (Line 16), -Andrew Mulhall ▲
13. It is interesting that the poem consists of five terza rimas, as opposed to a standard one. Clearly, one terza rima was not enough for the poet to portray the desired tone and express enough imagery for the reader. This second set of stanzas describes the weather and the environment outside. Many descriptors are used to create a very vivid picture of the scene of the poem. In addition, many metaphors are made to simple terms, like "blue surface" instead of "sky," and "vapours" instead of "rain." The "sky's commotion" also refers to an active atmosphere with rain and lightning. There are negative connotations when the "dying year" and "closing night" are mentioned, which both imply a permanent end, with no hopes for the next day or year. --Cara Weiner ▲
14. Shelley uses similar sounding words to create a mood. The "oo" sound created in line 39 with "blooms," "oozy," "Woods" and the "w" in "wear" mimics the sound you might here from the wind near an ocean. This creates a scene and the mood of a windy beach which at once is tumultuous because of the wind but also calm because of the beach scene. The next stanza is full of tension and fear which makes the stanza above seem even calmer. ▲
15. The use of "O hear!" in Shelley's poem appears to follow a malicious sort of tone. The words that precede it are "tremble" and "despoil" on line 42, and "Black rain," "fire," and "hail" on line 28. These words are of disaster and fear, and I found it interesting that the words "O hear!" followed these words. Why does it feel like the West Wind is not as appealing as originally perceived? At the end of the poem Shelley looks to the Spring, but with these kinds of words being used I am not too content on proceeding any further. ▲
16. This line marks the portion of the poem where it becomes clear just exactly who or what the poet is talking about. The author, Percy Bysshe Shelley reveals that they have been in fact talking about themselves as the "Wild West Wind" (line 1), hence the capitalization of the word. By going back and reading the three previous cantos, we find that by knowing that the author is talking about himself, the point of the poem changes. Instead of a veritable nature poem, we get a deeper sense that the poet sees their self as the wind and as a bringer of change. As the cantos in the poem represent different seasons and change, thus does the poet seem to imply that they are bringing about the change their self. By spreading his poetry and ideas to the far corners of the world, the poet's "winged seeds" (line 7) and "dead thoughts" (line 63) are able to be spread far across the earth. The author hopes for a change, such as the significant change that Earth undergoes during a change from winter to spring, as he mentions in his closing line. -Lance Hayden ▲
17. In the beginning of the poem, the speaker pays respect to the winds and its power to raise the leaves like "ghosts" (line 3). As he muses about about the winds strength and ability to affect even the water, towers, and old palaces, he desires to be taken away as well (line 33). The speaker is looking for change and the winds represent transition and transformation. The leaves are symbolic of people taken from life into death and the buildings represent institutions and traditions. Water is constantly moving yet the wind has the power to change its pace and direction. The speaker wants the same freedom to move and evolve. ▲
18. At first the poem seems to be about one's bond with nature but the various aspects of nature like the wind, stream, clouds, etc and Shelley goes on to describe these things we often take for granted. I found that this notion aptly described the poem until the fourth canto where Shelley seeks the wind for rescue as she notes "Oh! lift me as a wave, a leaf, a cloud" and a source for a higher understanding in a life full of suffering as she notes, "I fall upon the thorns of life!" These characterizations of the wind contrasts the description in the opening stanza where it was merely referred to as the "o wild west wind" but now Shelley takes a more personal towards wind. ▲
19. The speaker seems to employ apostrophe as he addresses the wind directly. He notes in his address that were he a cloud or leaf, or even a young boy, he would not need the aid of the wind. However, as an adult who faces the burdens of an adult life, the speaker remains "tameless" internally, but cannot act upon his feelings. He asks the wind to aid him in realizing his potential to be "tameless, and swift, and proud." The apostrophe employed makes evident the desperation of the speaker. He needs the wind's help as an adult. ~Diana Fridlyand ▲
20. Within this stanza we see the speaker wishes and asking for a connection with the wind. He sees the wind as something that is powerful and free. It can go where it likes and carry leaves and clouds with it. The author wishes to be a part of this freedom and is striving to have a part of what the wind has. He would be "a dead leaf" or a "swift cloud," just so that he could be part of the winds freedom. If he were these things he could be blown along and literally taken wherever the winds blew him. The author also has a moment reflecting on his boyhood when he had a portion of this freedom. Somewhere it has been lost throughout his lifetime and he wishes to regain it as before. The author no longer wishes to be bound to this earth and his life. He wants to be "tameless, and swift, and proud." –Zack Roward ▲
21. The continued use of a musical metaphor relates the musical qualities of nature and how music and nature can go through several phases. When the speaker says "make me thy lyre," the musical metaphor begins as one cannot physically be a lyre. A lyre is an instrument, and like any instrument, it must be manipulated by someone else so that that someone gains something. The idea that the forest will use this lyre to create "the tumult of thy mighty harmonies shows the power behind both music and nature. Nature is comprised of many elements, as there are four unique seasons, and the blending of these seasons creates a full year. When the speaker says "will take from both a deep autumnal tone,/ sweet though in sadness," it is implied that each season has a unique harmony associated with it. Also, the "both" in the poem is never actually explained, as the speaker references autumn and no other season. The "both" could refer to the tone, but its placement in the line makes this grammatically impossible. The extended metaphor of nature and music is very fitting, as the seasons relate well to the tonal aspects of melodies. James Garland ▲
22. In "Ode the West Wind" Shelley uses five cantos to show the evolution of the personified wind "character" and its relationship with the speaker. In Cantos I and II, the wind is described as something very much connected with nature. The "West Wind" blows the leaves around "like ghosts from an enchanter fleeing", and Shelley described the wind as a "Destroyer and preserver". But in the third Cantos, the wind also creates, as it "didst waken...the blue Mediterranean", and has the power to make plants in the ocean "hear" it. In the last two cantos, the speaker then focuses on himself, using the previously unused words "I' and "me/my". By using the first three cantos to describe the wind, Shelley is able to create a relationship between the speaker and the wind. In the fourth cantos, the speaker likens himself to a "dead leaf" and a "swift cloud", which goes back to the leaf/cloud descriptions in the second/third cantos. By the fifth cantos, the speaker connects himself with the power of the wind, asking the wind to "make me thy lyre" and to "drive my dead thoughts over the universe". The speaker compares the wind's power of movement, destruction, and creation to the power of his own voice, and asks the wind to help him spread his thoughts. -Ginny Chae ▲
23. This line in the poem highlights the speaker's view of how the wind serves as part of the natural cycle of life. The speaker knows that even though the wind makes the leaves fall (line 2-3) and the seeds are trapped under the leaves like "a corpse within its grave," highlighting how the wind is the destroyer, the wind signals the transition between autumn to winter as well as brings the rain (stanza 2) that signifies the transition into spring (illustrating how the wind is a preserver). Spring is a time that signifies life and reproduction whereas winter suggests death, which is why in stanza one, dreary words like "dead", "grave", "corpse" are used to describe winter. This line can also serve in saying that death occurs but life will not be far behind in order to continue onwards. The wind brings winter but spring is not far behind, suggesting the natural cycle of life and death. ~Seema Jabbar ▲
24. In the poem "Ode to the West Wind" the speaker begs for the changing of seasons. It seems that each new season accompanies something good as well as something bad. Each stanza describes the advantages and disadvantages of the coming seasons. The author makes a point to build anticipation for the future while still being skeptical of what it might bring. He attributes the properties of seasons to the changing of the environment. The leaves and wind are therefore symbols of the expected events that the future holds. The future however is still unpredictable as shown when the speaker questions "If winter comes, can Spring be far behind?" ▲
25. The aba bcb cdc ded ee rhyme structure is interesting for the poem. The subject of the poem is wind and such a rhyme scheme carries the poem along in a flowing, sing-song way, like the wind. The enjambment also helps this. The reader flows from line to line without stopping, similar to wind blowing across the sea or through trees. Greg Irons ▲
26. the poem is written as a compilation of sonnet. Each sonnet intorducing a new ida/ argument of the speake who is addressing fall and nature. In the final line there is a implication of rebirth. "If winter comes, can spring be far behind?" Here the speaker introduces the idea of rebirth, and life after death. The line indicates through it sreference of winter and spring that even after death, (winter) spring is still inevitable where new life begins. ---Alexandra Adair ▲
27. The images in this poem are very much based on the sounds created by the words. For example: "O Wild West wind" gives off a breezy, windy sound. "Loose clouds...are shed,/shook" sound like what the image presents. "Will be the dome of a vast sepulchre,/Vaulted with all thy congregated might" contains many harsh sounds that are indicative of the lines' message. "The sea-blooms and the oozy woods which wear" contain long sounds as well as smooth s's and w's. ▲