My students give me at least as much homework as I give them.
In yesterday’s class, the elements of storytelling were doubted to be of importance in technical writing, or even academic engineering writing. So I’m looking for examples.
Here’s one, in the first article I brought up on my screen, an award-winning June 2000 article by Vítor H. Nascimento and Ali H. Sayed, “On the Learning Mechanisms of Adaptive Filters.”
Notice the way that adaptive filters are personified in their introduction. They “adjust themselves to an ever-changing environment,” they have a “learning curve,” a “learning process,” and “learning capabilities.” An adaptive filter “reacts.” They are like humans or other species adapting to a habitat.
After seeming to personify adaptive filters, Nascimento and Sayed develop a nurturing relationship with them. The next paragraph of the introduction reads:
Nurturing in their readers a warm feeling for adaptive filters, the authors say that “special care” must be taken with them (as with human children). “Interpreting learning curves” might be much more mathematical when it comes to adaptive filters, but these authors “care” for the slow and fast learners both, and, like a supportive and patient kindergarten teacher, they believe that slow learners end up “’smarter’” than they appear at first.