ENVIRON 373LA: Sensory Physiology and Behavior of Marine Animals

Reader requirements: No need for an expertise in course subject. Readers should simply be curious about how the world works!

  1. Course Information
  2. Schedule
  3. Giving Feedback

Course Information

Instructor: Prof. Daniel Rittschof

Sensory physiological principles with emphasis on visual and chemical cues. Laboratories will use behavior to measure physiological processes. Taught in Beaufort. Prerequisites: AP Biology or introductory biology or consent of instructor and Chemistry 101DL.

Student Writing:

What are students writing? Intelligible English about biology and their future.

For whom? Instructor, admissions or employer, and interested citizens.

Where would such writing typically be found? Academic journals own the field of Marine Physiology.

Why would someone usually read it? Because they are curious about how the world works and/or interested in biology.

Schedule (Student – Reader Interactions):

Here are the deadlines for this course as they pertain to the Duke Reader Project:

Sept. 15: Students should schedule an intro meeting with their reader by this date. This can be a brief get-to-know-you session.

Sept. 22: Students submit one paragraph describing a recent experience in the field and a personal statement to their reader.
Sept. 29: Reader returns feedback on paragraph and personal statement to student.
Nov. 15: Student will show Powerpoint presentations of their research in class sometime in mid-Nov. Students should share these presentations in some form with their reader before it is due in class, to familiarize their reader with the presentation topic and data.
Nov. 21  Student submits draft of final paper to reader.
Nov. 30: Reader returns feedback on draft of final paper to student.

Link to full Syllabus:

No syllabus available at this time.

[syllabus title]

Giving Feedback

Giving feedback is the activity around which the entire project is designed. You may have considerable professional experience giving feedback on writing — whether to colleagues, employees, or other contexts — or perhaps this is an fairly novel experience. Given the aims and nature of the Reader Project, we are hoping that our volunteers engage with student writing in a particular way–one that is quite different from what is conventionally done in other contexts.

The primary aim of the project is to help students really understand what it means to write for readers, rather than as a school assignment. Think about the following when you give feedback, whether in writing or in real time:

  • Respond as a reader rather than as an editor. (They can get basic editorial help from others.) Focus on sharing your reactions to the draft as a user of such writing. What are you thinking as you read? More