As a matter of fact, seeing the surface structure only, emotion and intelligence seems to be a two distinct factor but by delving more in depth we can recognize that these factors are closely linked to each other. According to Raimo (2008:39) ‘emotions affect our decision making. They also hold potential that is often unused but could be beneficial to decision making. This potential can be harnessed by viewing emotions and the decision situation as systems.’ Actually, the quote stresses that the kind of emotional state a person is may impinge on their rational thinking because if a person is happy they will be able to thinking positively and vice versa, so emotional awareness is fundamental while reasoning. Hence, the question ‘how intelligence and emotion is linked?’ is answered by seeing as there is an intrinsic bond between rationality and emotion and the connection generated between them is noticed as ‘the regulation of emotions is a dialogue between feelings and reason, a dialogue that can be initiated by positivity ’ (ibid, 2008: 46).
I love to connect emotion and intelligence theory with reading because reading is something connected to both.
OVERALL READING COMPREHENSION
C2 Can understand and interpret critically virtually all forms of the written language including abstract, structurally
complex, or highly colloquial literary and non-literary writings.
Can understand a wide range of long and complex texts, appreciating subtle distinctions of style and implicit as well
as explicit meaning.
C1 Can understand in detail lengthy, complex texts, whether or not they relate to his/her own area of speciality,
provided he/she can reread difficult sections.
B2 Can read with a large degree of independence, adapting style and speed of reading to different texts and
purposes, and using appropriate reference sources selectively. Has a broad active reading vocabulary, but may
experience some difficulty with low-frequency idioms.
B1 Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of
comprehension.
A2 Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday
or job-related language
Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared
international vocabulary items.
A1 Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic
phrases and rereading as required (referred to from CEFR PDF)
After referring to the CEFR reading rubric , we can use it as a guideline to create our own rubrics.I would to share some of resources that I always refer to when I need to create Reading Rubrics.
Please click the link :
https://drive.google.com/drive/folders/1zrVsImmiQOd-sWPu9xxGhXJN9mQyNM2B?usp=sharing
Reference for the picture:freepk
References for this resources:files.eric.ed.gov
www.teacherspayteachers.com
www.pinterest.com
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