I am intrigued by the possibility of using my “tendencies” as a writer to more quickly identify the story form for both my stories and my essays. (At this point I’m willing to delay any one-off ideas for a future date.) Most of my ideas seem to involve awareness/self-awareness, ability/desire, logic/feeling and maybe support/oppose.
Because I am still new to the Dramatica/Subtext process, my approach (after reading lots of Subtext articles and DUG posts) was to start by defining my general intent and trusting my subconscious knows what I want to say. (let’s hope!)
Overall Author Intent: Expand awareness of how we talk to/act towards others as well as how we talk to /act towards ourselves. (the sliding scale between awareness and self-awareness)
STEP ONE: Define My Essay Specific intent: Stop offering support to one at the expense of others, unless support for the “one” comes at the expense of the “one’s” past-self.
Problem Example 1: We compliment a co-worker but in the process diminish the efforts of others on the team. This could create rifts between team members (direct/indirect knowledge of the praise/compsrison), cause the co-worker to doubt themselves in areas you didn’t compliment them, lower the co-worker’s opinion of you for disparaging other members of the team.
Problem Example 2: We try to boost our child’s self-worth by telling them they are the best in their class, better than the other kids on the team, or any other the other -ers (faster, prettier, smarter, etc). The child sees her value based on outcomes and only in comparison to others which can cause unhealthy competition, performance-based self-worth, and perceived conditions placed on the parent’s love for the child.
Solution example 1: Finding awareness for how seemingly positive praise can have negative consequences. Instead offer the praise without the comparison to others or offer the praise with comparison to the person’s past-self (10 years ago or 10 minutes ago).
Solution example 2: Finding awareness for how seemingly positive phrase can have negative consequences to a child’s self worth. Instead praise the child’s actions and effort in comparison to the child’s past self (10 days ago or 10 seconds ago)
STEP TWO: Identify story drivers
MC Resolve: Changed
MC Growth: Stop (I think)
MC Approach: Do-er (? may depend on answer to who MC is question below)
MC PS Style: Holistic (? may depend on answer to who MC is question below)
OS Driver: Decision
OS Limit: Option
STEP THREE: Let the confusion swirl and questions begin!
- When writing an essay, is the MC the audience, the author, or both? I’m bracing for the “it depends” answer, so will appreciate any clarity on that.
- Who then represents the IC? In the examples above would it be the co-worker and the child in sort of a hand-off situation as I share each of their stories?
- For the RS, is it the negative supporter-supportee to positive supporter-supportee and the authority figure-subordinate to parent-child?
- For the OS, it seems the MC/IC have objective roles, but also the comparison-victims (other co-workers and other children) would have roles as well.
- My gut says this is MC: Universe and OS:Psychology with the OS Goal of “Becoming” a Better Human (ah the irony of the use of an -er word) or possibly OS Goal of “Conceptualizing” how to implement a different approach to complimenting/praising someone.
- Is this a reasonable approach for starters or am I off-track?
- Any suggestions as to how I pin down the problem/solution?
I greatly appreciate any thoughts on the above. Each point is merely a stake in the ground for this moment and I’m open to changing their locations. I am here to learn! Thanks!