2 “Justice: Childhood Love Lessons” by Bell Hooks, tries to persuade its readers that abuse and neglect have no place in a loving relationship— especially a relationship between a parent and a child. It uses a combination of logic and emotion to achieve its purpose.PART I:Define:DisciplinePunishment
3 **As you prepare to read this essay, take a few moments to focus your thoughts on the relationships between discipline and expressions of love:~In what ways do you think children should bepunished?~Do you believe in hitting children? Why or why not?~How else might children be disciplined?~Do you believe that discipline and love cancoexist?
4 Justice rights civil rights Abuse law punishment Here are some key concepts from hook’s essay. With highlighters or symbols, put the words listed below into categories. Be prepared to explain why you placed words in certain categories.Justice rights civil rightsAbuse law punishmentequality discipline justifylegal judge courttrouble fairness juvenileparent spanking intimateloving relationship lawyerhugging beatings youngmother time-out
5 PART II: Making Predictions and Asking Questions What do you think this essay is going to be about?What do you think is the purpose of this essay?Who do you think is the intended audience for this piece?How do you know that?What do you think the writer wants us to do or believe?Based on the title and other features of the selection, what information/ideas might this essay present?
6 PART III: Reading the Text Vocabulary:~write down words you do not know-cathected, nostalgically, autocraticFirst Reading Thoughts:~Which of your predictions turned out to betrue?~What surprised you in the article?~Are you persuaded by the text?~How did the writer develop her argument?
8 1. coercion a. Imaginary or not real 2. misogynist b. to show that an idea is false3. fictive c. to invest emotion or feeling4. utopian d. not having connection anymore5. negate e. to prevent something from havingand effect6. cathected f. use of threats to make someone dosomething7. debunk g. an imaginary perfect world8. estrangement h. disrespect for women
9 Part V: Looking at Closely @ Language & Rereading the text What is “intimate terrorism” (par. 4)?Why does hooks use quotations from children in paragraph 3?What connotations does “utopian” (paragraph 21) have for you?
10 As you reread the article, complete the following activities: What is the essay’s thesis?State the thesis as a question?On your copy of the article, label what the author says in the left hand margin:The introductionThe issue or problem the author is writing aboutExamples the author givesThe author’s main argumentsThe conclusion
11 PART VI: Considering the Structure of the Text “Chunking the Essay”~determine the organization of the essay~map out or “chunk” each section-what is each section about?-what is the purpose of each section?-is that section persuasive? Why or why not?How do I chunk the essay?1. Reread the essay2. Mark breaks in subject matter with a line3. Go back and answer the questions above in the marginsfor each chunk
12 Part VII: Summarizing the Text 1. Use your knowledge of the organization of the essay to summarize its main points. Limit your summary to 6-7 sentences.2. Then generate 4-5 questions that can be used for class discussion.