that can be used for your classroom discussion on the topic. To read about different opinions about Golemanandhisworkscheckoutthewebpageathttp://eqi.org/gole.htm 3. IQ: IQ is an abbreviation for"intelligence quotient", a measure of a person's intellectual ability in relation to that of the rest of the population. It is expressed as the ratio of mental age to ge, multiplied by 100, and is based on the scores achieved in an intelligence test. The two important scales for measuring IQ are the Standford-Binet test and the Weschler test. The distribution of IQ scores is more-or-less Gaussian, that is to say that it follows the bell curve Modern ability tests produce scores for different areas (e.g. language fluency three-dimensional thinking etc. ) with the summary score being the most meaningless. It is much more useful to know which are the strengths and weaknesses of a person than to know that he or she beats n percent of the populace in some"general inte vastly different ability profiles may score the same IQ, but may exhibit different affinity to a given task, or may not be valued equally intelligent by other people IQ scores are sometimes taken as an objective measure of intelligence, and since intelligence is notoriously difficult to define, the definition"intelligence is what the IQ test measures"has been seriously proposed. However, IQ tests encode their creator's beliefs about what constitutes intelligence. What various cultures dub"intelligence"differs. Most people also think that creativity plays a significant role in intelligence; creativity is almost unmeasurable by tests The modern field of intelligence testing began with the Stanford-Binet test. It is worth noting that Alfred Binet, who created the IQ test in 1904, was aiming to identify students who could benefit from extra help in school: his assumption was that lower IQ indicated the need for more teaching, not an inability to learn The following numbers apply to IQ scales. Scores between 90 and 110 are considered average so a person scoring 95 is simply average, not below-average. For children scoring below 80 special schooling is encouraged, children above 125 are "highly gifted". In previous years, scores below 90 were divided into ranges labeled moron, imbecile and idiot, while scores above 150 were labeled genius. Some writers say that such scores outside the range 55 to 145 are essentially meaningless because there are not enough people to make statistically sound statements. TolearnmoreaboutIqpleasevisithttp://www.iqtest.com/scoreexplain.htmland http://www.mugu.com/cgi-bin/upstream/lssues/psychology/lq/ ndex html http://www.indiana.edu/-intell/providemoreextensiveinformationonthesubjectofintelligence tests example http://www.jobshejobs.com/htm/career/test/note.htm Ⅱ. Text Analysis The article is focused on how to cultivate eQ. It can be divided into five parts Part 1, para I to 3 an argument that EQ is a hot ticket for business success a transitional paragraph leading to the topic of how to cultivate Part 3, paras to8 four recommended skills to develop eQ Part 4; para9 tol2 possibility to cultivate EQ Part 5, para 1 a conclusion that without EQ, academic training alone is worth less and less General-specific(总分法) This part is organized in a general-specific manner to illustrate the significance of EQ forthat can be used for your classroom discussion on the topic. To read about different opinions about Goleman and his works, check out the web page at http://eqi.org/gole.htm. 3. IQ: IQ is an abbreviation for “intelligence quotient”, a measure of a person's intellectual ability in relation to that of the rest of the population. It is expressed as the ratio of mental age to actual age, multiplied by 100, and is based on the scores achieved in an intelligence test. The two most important scales for measuring IQ are the Standford-Binet test and the Weschler test. The distribution of IQ scores is more-or-less Gaussian, that is to say that it follows the bell curve. Modern ability tests produce scores for different areas (e.g. language fluency, three-dimensional thinking, etc.), with the summary score being the most meaningless. It is much more useful to know which are the strengths and weaknesses of a person than to know that he or she beats n percent of the populace in some “general intelligence” measure. Two persons with vastly different ability profiles may score the same IQ, but may exhibit different affinity to a given task, or may not be valued equally intelligent by other people. IQ scores are sometimes taken as an objective measure of intelligence, and since intelligence is notoriously difficult to define, the definition “intelligence is what the IQ test measures” has been seriously proposed. However, IQ tests encode their creator’s beliefs about what constitutes intelligence. What various cultures dub “intelligence” differs. Most people also think that creativity plays a significant role in intelligence; creativity is almost unmeasurable by tests. The modern field of intelligence testing began with the Stanford-Binet test. It is worth noting that Alfred Binet, who created the IQ test in 1904, was aiming to identify students who could benefit from extra help in school: his assumption was that lower IQ indicated the need for more teaching, not an inability to learn. The following numbers apply to IQ scales. Scores between 90 and 110 are considered average — so a person scoring 95 is simply average, not below-average. For children scoring below 80 special schooling is encouraged, children above 125 are “highly gifted”. In previous years, scores below 90 were divided into ranges labeled moron, imbecile and idiot, while scores above 150 were labeled genius. Some writers say that such scores outside the range 55 to 145 are essentially meaningless because there are not enough people to make statistically sound statements. To learn more about IQ, please visit http://www.iqtest.com/scoreexplain.html and http://www.psyonline.nl/en-iq.htm. The websites at http://www.mugu.com/cgi-bin/Upstream/Issues/psychology/IQ/ index.html and http://www.indiana.edu/~intell/ provide more extensive information on the subject of intelligence. You can also try a few IQ tests at, for example, http://www.jobshejobs.com/htm/career/test/note.htm. II. Text Analysis The article is focused on how to cultivate EQ. It can be divided into five parts: Part 1, para 1 to 3 an argument that EQ is a hot ticket for business success. Part 2, para 4 a transitional paragraph leading to the topic of how to cultivate Part 3, para5 to 8 four recommended skills to develop EQ. Part 4 ; para9 to12 possibility to cultivate EQ. Part 5, para 13 a conclusion that without EQ, academic training alone is worth less and less. General-specific (总分法) This part is organized in a general-specific manner to illustrate the significance of EQ for