WRT323 – Poetry Analisis

WRT323 – Poetry Analisis

POETRY assignment is due Monday, February 2, Groundhog Day.

Please read this link:

http://www.irsc.edu/uploadedFiles/Students/AcademicSupportCenter/WritingLab/L4-Analyizing-a-Poem.pdf

This will tell you how to analyze a poem.

This is a useful link if you need any help identifying poetry terms:

http://www.infoplease.com/ipa/A0903237.html

Then choose one of the three poems from below and submit a 5 paragraph poetry analysis.

You can share on the discussion board and/or put it in the drop-box file under Poetry Analysis.

*************************

Poem to be analyzed and written about;

“Women in Love”

by Jacqueline Treiber

How do women look when they’re in love?

Like me? Do they look like me?

Can I assume you know what this looks like?

Do they switch to all cursive when writing letters

like, “this is me, in romance”

Do they count on mystery to become detectives?

Do they want to find out so soon?

Do they ever want to leave the room, the state, the other person?

No, they do not. I can certify this statement

with a handwritten letter (in cursive) to whoever

is asking (me) and I will answer the many

questions put forth–

-she looks like a glad house in the rain

-she looks like her veins grew in the sky

-Yes, she looks like me. Yes they all look like me.

I think you know what this looks like–you’re

smart–let yourself confirm your own suspicions

-We/I am writing this poem in cursive–to become

sans serif, to become quiet binary read by others

who type with both hands, or think cursive

is part of some archaic language that

once expressed the type of love knights and

flappers felt, that made them say in history:

“this is me, in romance”

-They count on the mysteries in love–there is, in fact, a

lighthouse stationed on its (love’s) cliffs and it

illuminates everything–but we/they still hunt

as if gathering clams in a long nautical night (were enough)

-They/we/I do not want to know so soon–

we want the fire to keep licking the inside of our

eyelids until “knowing” becomes quite worthless.

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52

Children
(AFDC
-­-
welfare
before
reform)
provides
an
income
subsidy,
G,
at
0
hours
of
work,
that
is
taxed
away
at
a
rate
t
when
an
individual
chooses
to
work.
The
Earned
Income
Tax
Credit
(EITC),
on
the
other
hand,
consists
of
a
subsidy
(at
rate
s)
for
individuals
working
low
hours,
up
to
a
max
credit
(C)
at
a
certain
level
of
income,
and
then
is
phased
out
(at
a
rate
t)
above
a
certain
income
cutoff.
a. Draw
what
an
AFDC
budget
constraint
looks
like,
including
a
standard
budget
constraint
for
comparison.
Why
does
the
AFDC
discourage
work?
(Explain,
using
the
concept
of
income
and
substitution
effects
in
your
answer)
b. Draw
what
an
EITC
budget
constraint
looks
like,
including
a
standard
budget
constraint
for
comparison.
How
does
the
EITC
solve
the
work
disincentive
problem
created
by
the
AFDC?
(Again,
refer
to
income
and
substitution
effects
in
your
answer)
c. The
effects
of
the
EITC
on
labor
supply
are
not
positive
for
all
individuals.
On
a
graph,
illustrate
a
case
in
which
the
EITC
reduces
the
number
of
hours
worked
by
an
individual.
Explain
using
income
and
substitution
effects.
5. (Borjas
2-­-8)
In
1999
TANF
(welfare)
recipients
were
asked
how
many
hour
they
worked
in
the
previous
week.
In
2000,
4,392
of
these
recipients
were
again
subject
to
the
same
TANF
rules
and
were
again
asked
their
hours
of
work
during
the
previous
week.
The
remaining
468
individuals
were
randomly
assigned
to
a
“Negative
Income
Tax”
(NIT)
experiment
that
gave
out
financial
incentives
for
welfare
recipients
to
work
and
subjected
them
to
its
rules.
Like
the
other
group,
they
were
asked
about
their
hours
of
work
during
the
previous
week.
The
data
from
the
experiment
are
contained
in
the
table
below.
What
effect
did
the
NIT
experiment
have
on
the
employment
rate
of
public
assistance
recipients?
Develop
a
standard
difference-­-in-­-differences
table
to
support
your
answer.
Total
Number
Of
Recipients
Number
of
Recipients
Who
Worked
At
Some
Time
in
the
Survey
Week
Total
Hours
Of
Work
By
All
Recipients
in
the
Survey
Week
1999
2000
1999
2000
TANF
4,392
1,217
1,568
15,578
20,698
NIT
468
131
213
1,638
2,535
Total
4,860
1,348
1,781
17,216
23,233
6. Suppose
you
want
to
estimate
the
following
labor
supply
equation:
Annual
Work
Hours
=
a
+
ß*(Average
Hourly
Wage)
+
e
You
gather
data
on
US
workers
aged
22
to
55
from
the
Current
Population
Survey.
You
define
the
Average
Hourly
Wage
as
self-­-reported
total
annual
labor
income
divided
by
self-­-reported
total
annual
work
hours.
a. Describe
in
words
how
to
interpret
the
coefficient
ß
(ignore
any
concerns
about
causality
for
now)
b. Give
two
separate
reasons
why
you
might
be
concerned
that
ß
is
not
a
good
estimate
of
the
causal
effect
of
a
change
in
the
hourly
wage
a
worker
faces
on
the
number
of
hours
that
they
work
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