Broken and Whole

The wound is the place where the Light enters you.
― Rumi

All my problems are meaningless,
But that don’t make them go away.
– Neil Young, “On the Beach”

Every story is about being broken and trying to be whole.

All of us, even the happy ones among us, are in some way broken. At some point, usually early in life, we have experienced a moment of cracking and breaking. The breaking continues throughout our lives.

Start with the iconic heroes of literature: Oedipus, Odysseus, Lear, Macbeth. Gatsby (Scott Fitzgerald’s The Great Gatsby), Jake Barnes (Papa Hemingway’s For Whom the Bell Tolls), Yossarian (Joseph Heller’s Catch 22), Holden Caulfield (J.D. Salinger’s Catcher in the Rye), Sethe (Toni Morrison’s Beloved). More recently: Camille Preake (Gillian Flynn’s Sharp Objects), Rachel Watson (Paula Hawkins’s The Girl on the Train), or Harry Potter (the series by J.K. Rowling).

The exception proves the rule: Socrates, the hero who surrenders his life Plato’s dialogues, struggles with the brokenness of the Greek political elites.

How about real life? So: presidents? Oh, god yes. FDR, JFK, LBJ, Nixon, Reagan, Clinton, Bush, Obama, Trump, Biden? Broken, everyone one of them.

We are all broken in many ways, actually. The challenge for the storyteller is to find the defining brokenness of the characters and and figure out how they compel their actions. Once we understand this primary brokenness, we can understand all the broken ways that we try to survive, day by day, and pursue our goals.

The story is about how we struggle to become whole. Some of our strategies are conscious, others less so. Some are more effective, others less so.

Unconscious Strategies to Fix What’s Broken

A character’s unconscious strategies come from our deepest, most repressed selves. This repression comes from experiences and emotions that are too hot to handle. In youth, they could have been abused of neglected. Either way, their development is stunted by the need to survive their early traumas. Their story, then, is about trying to handle things that are (at first) too hot to handle.

Think of those strategies: Money. Fame. Career. Service. Security. Popularity. Power. Love. Respect. Knowledge. Religion. Fear. Friendship. Booze, drugs, porn, and other external addictions. Boosterism. Do-gooderism and caretaking. Civic leadership.

These are all adaptations. In their way, most of them have positive aspects. They help the character survive to face another day. But the are, at best, incomplete reaches—and ultimately fail to achieve wholeness.

Most of these strategies don’t work because they only address a part of the brokenness—and that, badly. In doing so, they actually repress the other parts of the brokenness, even more intensely. Success with the strategy, like making a lot of money, serves to intensify the pain.

A Larger Brokenness

Here’s the hardest part: Not only is the character broken–so is the society. Gabor Mate has written about “the myth of normal.” We are raised to think that society is “normal,” that is, functional and fair. But it’s not. It’s a hot mess of trauma: inequality, abuse, ill health, neglect, blame and self-blame, addiction, distraction. When we accept the values of modern society, we set ourselves up for a fall.

Mate lists a number of basic needs:

  • belonging, relatedness, or connectedness;
  • autonomy: a sense of control in one’s life; – mastery or competence;
  • genuine self-esteem, not dependent on achievement, attainment, acquisition, or valuation by others;
  • trust: a sense of having the personal and social resources needed to sustain one through life;
  • purpose, meaning, transcendence: knowing oneself as part of something larger than isolated, self-centered concerns, whether that something is overtly spiritual or simply universal/humanistic, or, given our evolutionary origins, Nature.

The story lies in the struggle to realize some of these needs in the face of an often-brutal or indifferent environment.

Genre

Which leads us to genre: there are two basic kinds of story. A tragedy is about the failure to become whole, while a comedy is about success in becoming whole.

Beyond those two super genres, there are lots of working genres—which are just different circumstances of the broken/whole story. (We explore genre here and here.)

What Does Success Look Like?

So what does success look like, for the hero and other story characters? Think of the Japanese tradition of kintsugi, also known as kintsukuroi. It means repairing broken pottery by filling the cracks and gaps with lacquer.

The result is not perfect; it is better than perfect. In the Japanese philosophy of mushin, the imperfections symbolize the importance of non-attachment and acceptance of change. They also symbolize the the hard work we do to achieve this wisdom.

 

 

Thinking, Fast and Slow: The Perfect Overview of How the Brain Works from a Nobel Laureate

Daniel Kahneman, Thinking, Fast and Slow (Farrar, Straus and Giroux, 2011)

Harry Truman once said: “Being a president is like riding a tiger. A man has to keep on riding or he is swallowed.”

Actually, Truman’s insight holds for the rest of us too. Living even ordinary lives can be like riding a tiger. But the lesson from Daniel Kahneman’s masterpiece, Thinking, Fast and Slow, is different. Truman says presidents have to rise to the frantic challenge of riding a tiger. But Kahneman tells us we need to get off the tiger and control our own pace.

Kahneman, a psychologist who won the 2002 Nobel Prize for economics, has died at the age of 90. His influence spans not only the social sciences (economics, psychology, sociology, anthropology, political science, and more) but also business and the arts. Where the pioneers of psychology and economics often fell back on their wits, he did the hard work of experimentation and data analysis.

Kahneman worked with his friend and colleague Amos Tversky for decades before Tversky died in 1996. Undoubtedly, the two would have shared the Nobel Prize had Tversky lived long enough.

In Thinking, Fast and Slow, Kahneman describes two minds or “systems” that govern how we operate in the world.

In System 1, based on our more primitive brain, we are constantly reacting to the world—even when we don’t know what happens. We evolved to have fast-twitch responses to events in the world. Until modern times, people faced constant danger when they ventured out to hunt or explore frontiers beyond their home base. To respond before they suffered a calamity—like getting eaten by a tiger—they reacted instantly. Humans responded by fight, flight, or freeze. This is a crisis approach to life. It’s useful when trying to survive in a wild and dangerous world. But it’s less helpful in modern times, when we overreact to even minor “crises” in our lives. Too often, we overreact to the words of actions of a family member, coworker, peer, or another driver. Hello, road rage.

Which brings us to System 2, the slower, more deliberative mode of thinking. Even though we are reactive creatures, we also have the capacity to slow down and carefully consider situations and problems. When someone cuts us off in traffic, we can overreact by nonking, shouting, or making a rude gesture. Or we can make an effort to pause, let the “crisis” pass, and decide how our better self should respond. Usually, we can just let a crisis pass. Then, if it makes sense, we can think through what just happened. If there’s an actual problem to be solved, we can break it down and decide what makes sense to do. We can collaborate with others.

Thinking, Fast and Slow builds on this foundation. But the heart of the book is a detailed discussion of the biases that we humans have. And oh boy, are we ever biased—and not just for people like us and against outsiders. We have “availability bias” (the tendency to rely on readily available information), “confirmation bias” (seeking information that confirms existing beliefs), “anchoring bias” (relying too much on what we learn early), and “loss aversion” (the tendency to prefer avoiding losses over making equal or greater gains).

That’s just for starters. Kahneman’s book shows that in every aspect of our lives, we fall back on primitive ways of understanding and action. So how do we deal with it? Acknowledge the power of System 1 and then nurture and develop System 2.

This book requires that you settle in for some concentrated reading—System 2 reading, if you will. But for anyone who wants to understand how humans really think and act, you can’t do any better.

You might also read . . .

Eric R. Williams on the Machinery of Genre and Storytelling

When Alfred Hitchcock roamed the sets of his movies, he could be seen with a small book called Plotto. With this book of prompts, storytellers can connect 15 characters types (listed in Column A) to 62 conflict situations (Column B) and 15 consequences (Column C). In a sense, Plotto is a guide for mix-and-matching the elements of a story.

Published in 1928 by William Wallace Cook—who used it to write an endless series of pulp novels—Plotto was responsible for the greatest stream of thrillers, this side of John Grisham. A former lawyer named Erle Stanley Gardner used Plotto to create a series of pulp novels featuring Perry Mason. Those novels sold 170 million copies and inspired the classic radio, film, and TV productions.

Enter Eric R. Williams, a screen/virtual reality writer who also teaches storytelling at Ohio University. His book The Screenwriter’s Taxonomy goes far beyond Plotto. In this fascinating guide to genre, Williams lays out 260 different elements of stories, arranged on a hierarchy that looks like this:

  • Super-Genres: These 11 basic categories (Action, Crime, Fantasy, Horror, Life, Romance, Sci-Fi, Sports, Thriller, War, Western) establish the basic expectations for stories.
  • Macro-Genres: These 50 story contexts show different “worlds of the story” (from Addiction to Workplace), each with its own distinct settings, values, and patterns of behavior.
  • Micro-Genres: These 199 details help to give further definition to the 50 Macro-Genres (e.g., a Legal Macro-Genre could have a Micro-Genre of Courtroom, Investigation, Tales of the System, or Underdog/Whistleblower).

All this might remind you of the old barb about academic analysis—that it’s an endless process of figuring out “how many angels can dance on the head of a pin.” In other words, it may seem like nothing more than mind-numbing insider-speak. Occam’s Razor, it ain’t.

But wait. This typology offers a brilliant way to understand stories and how they work. It’s a great way to brainstorm stories and to create a great plot.

Williams suggests using his story-generation machine in three stages:

  1. Start by looking at the 50 Macro-Genres. What kind of world do you want to explore? The world of Addiction? A Gangster story? A Love story? Maybe a Procedural? How about a Romantic Comedy?
  2. Now look at the kinds of stories you can tell within your Macro-Genre—in other words, look at the Micro-Genres. If you want to tell a Love story, figure out what kind. You have five basic choices: Disguise (think Roxanne), Nonconventional (Her), Obsession (Fatal Attraction), Traditional (Emma), and Unrequited (Remains of the Day).
  3. Now, decide what Super-Genre you want to use. Theoretically, once you have picked your Macro-Micro combination, you could tell 11 different kinds of stories. If you wanted to tell a tale of Unrequited Love, for example, it could fall under the Super-Genre of Action, Crime, Fantasy, Thriller, and seven other Super-Genres.

If this still feels overwhelming, that’s OK. Life is complicated, right? Williams estimates that his system could produce as many as 187,816,200 permutations of story types. But never mind.

My advice is to get the book, download a handy cheat sheet, and let your imagination roam over these three levels of story categories. Whatever you do, don’t rush.

This is not simple. But the more you work with it, the more you understand the internal mechanisms of stories. Lucky for me, I had an opportunity to talk with Eric R. Williams about his approach to genre. Here’s a transcript of our talk, edited for brevity and clarity.

We might think about genre in business terms. A corporate brand is essentially a promise. The brand says to the buyer of Corn Flakes or iPhones or UnderArmour: This is what you can expect if you enter this world.

Or look at it as a niche. It’s a way of zooming down to the most elemental or unique aspects of whatever we’re talking about. So a smartphones are a niche of the telecommunications business, along with flip phones, land lines, and even Zoom.

When you’re writing a film, just like when you’re creating a product, you are trying to meet the promises that you’ve made to your audience. With The Screenwriters Taxonomy, I wanted to help writers specify different elements that they’re going to be working on creatively. I realized that genre is just so broadly used that it’s lost its meaning. As storytellers, genre (as a concept) has to be useful.

In essence, I believe, genre is about character, atmosphere, and key expectations of the story. So if I’m doing a War movie, it’s going to be the us versus them, right? It’s going to be soldiers against those conspiring against the soldiers—other soldiers or people in a foreign land or political opponents.

So, what’s atmosphere? Well, where is the war going to take place? Here are some options: probably a contrast between foreign lands and back home, right? We’ll probably see some sort of combination of battlegrounds, training grounds, and the spaces in between. Atmosphere also includes props and costumes (so, in War, we’ll see uniforms and weapons and war machines and symbols of peace and patriotism).

We also know what’s going to happen in a war movie, right? We know the basic tenets and themes of stories of War. Sacrifice and survival, patriotism and camaraderie, and the effects or war on society and the individual. That sort of stuff, right? That what we expect in a war movie? Not all of it—not all at once, but some of it.

And we know these key tentpole scenes: Battles and injuries and captives and freedom. Decisions of life and death. Questions of rank and leadership. Themes of Us versus Them. We know thematically a handful of areas that we might explore in a war movie. We pretend that each war movie is unique. But they’re not. Not really.

Looking at your 11 Super-Genres, that’s one of them. Suppose we want to do a War story that’s a Comedy, like M*A*S*H. So we have a war with different ways people are fighting each other. The ongoing fight between the North Koreans and South Koreans is an obvious level. Another level is the dumb bureaucrats and martinets against ordinary people who are just trying to survive. So we have a comedy that falls in the Super-Genre of War. And then we look at the 50 Macro-Genres.

The War Super-Genre typically has multiple characters. Maybe a big band of brothers going off and fighting. But what else are we exploring besides war? You might have someone who, in a B plot, has left his family behind. So now we have a Family story as a Macro-Genre. And we can take that further by exploring the Micro-Genre of the Family story: is this a story that tests the family bond? Or is this a story about a family dealing with loss? Or has war created a feud within the family?

Or let’s take this war Super-Genre in a completely different direction with a Macro-Genre of Time Travel. We could have a war movie with all the typical trappings you’d expect, but then what would happen if one of the soldiers discovered a time-travel mechanism? All of a sudden, in the second act, it becomes a War story with a character who can travel forwards and backwards in time. Now you’ve paired your Super-Genre of War with a Macro-Genre of Time Travel. In essence, that’s what Kurt Vonnegut did with Slaughterhouse Five—except that the character Billy Pilgrim didn’t have a time machine, he was just unmoored in the time-space continuum.

You could also have Addiction—a character who is addicted to X, Y, and Z. During the course of the battles, he overcomes that addiction—or he becomes addicted. You can weave those thematic or personal stories (the Macro-Genre) into that larger Super-Genre in a variety of ways. So there’s 50 Macro-Genres, probably more. You can put any one of those 50 Macro-Genres into any of the 11 Super-Genres.

So one or more of the 50 Macro-Genres can be combined with any of the 11 Super-Genres. What’s the sweet spot for the number of Macro-Genres that might go with a Super-Genres like War or Romance or Life or whatever? Is it three or …

Off the top of my head, I’d shoot for two or three. Obviously, when you start telling stories with more characters, you might to pull more Macro-Genres. It’s also important to note that any of the 11 Super-Genres can act as a Macro-Genres. For instance, the 2021 film Cherry takes Crime as a Super-Genre, then mixes it with War and Addiction and Love Story as its three Macro-Genres to create a really amazing and complex character study.

It depends on the clarity of the expression. If by having four or five or more Macro-Genres, the story flies off in too many different directions, that could confuse the audience. The ultimate test is to have a core that holds everything together.

That’s exactly right. And I would add that, just because there’s some sort of storytelling element, that doesn’t mean it’s a Macro-Genre. Just because one of our soldiers wants to get home to his sweetheart, that doesn’t make it a Love story. Just because somebody is addicted to heroin, that doesn’t mean that it’s an Addiction story. For a Macro-Genre to emerge, you actually have to explore the character, locations, and story expectations of that Micro-Genre.

Do the Super-Genres have to have their own mini arcs? You hear people talk a lot about the B story. That B story is a complete mini-story unto itself, but it’s subordinate to the main story. Is that the ultimate test of whether you should think of it as a Macro-Genre—whether it helps contribute to the main story or theme?

That’s a great way to put it. The Macro-Genre really needs to be a B story (or even a C story).

If we think of genre as a promise, the B story and C story have to help fulfill that promise—not just for the genre, but also for the setup, right?

In the opening scene of The Godfather, it’s about family, it’s about loyalty, it’s about control. But to me, the main moment is Michael telling Kay, “This is my family, but it’s not me. I’m getting out.” So the big question is: Can a guy like this escape the vortex of a crime family? Everything gets back to that issue: How total is the experience of a crime family?

To me, this is the central difference between Super-Genre and Macro-Genre. Coppola is telling a Crime story (the Super-Genre) which also has elements of a Love story between Kay and Michael (the Macro-Genre). However, it would be possible for someone to take the exact same characters and situations and change the film into a Romance between Kay and Michael, right? That would change how those scenes are told.

If this was a Romance, it might start with Michael and Kay driving into the wedding. Little do we know about this guy who’s in love with his new girlfriend and is bringing her to meet the family. Well, the family is actually—nudge nudge, wink wink—a crime family. That changes everything. Now we have a Romance (Super-Genre) combined with a Gangster story (Macro-Genre). One way to think of Super-Genre is to ask: “How are they advertising this film?”

When I’m walking into a movie theater, looking at all of those movie posters, am I going to see Godfather: The Romance? If that’s the Super-Genre, then I want to see Kay and Michael deciding whether their marriage is going to work out, because that’s going to be our central set of expectations since it’s a Romance and not a Crime movie, right? But of course, as Coppola and Puzo imagined it, Kay and Michael’s love story becomes a secondary element in the Crime Super-Genre.

A movie involving the mafia doesn’t necessarily have to do with organized crime. Analyze This, for example, is not really about organized crime.

No, that’s a Day in the Life story, with Gangster elements. Day in the Life is the Super-Genre and Gangster is the Macro-Genre. It’s similar to the TV series The Sopranos. The brilliant thing that David Chase did with that series it that he chose a different Super-Genre. He made it a Day in the Life story as his Super-Genre, and then used Family and Gangster as Macro-Genres. See how that changes the focus of the piece?

Genre also forces you to be particular, specific. We all have an innate human urge for storytelling. But we also have a huge human tendency toward summarizing and generalizing. A niche forces us to stay specific.

A lot of it has to do with the medium. Film and television are hyper-specific, right? We get into these details because we can actually see it on the screen so we have to be specific. In that opening scene of The Godfather we see a room with specific actors doing specific things in a specific environment. The detail exists for us to point at and agree to: Brando petting a cat and discussing murder. Mario Puzo’s novel has a certain amount of detail, but you can still allow your mind to wander. For instance, Puzo can write, “the men talked about justice for Bonasera’s daughter” and the idea doesn’t need details the way that a filmed scene needs details.

One of one of the problems with biopics is that they try to do too much rather than getting specific. Spike Lee’s Malcolm X, for example, covers a huge sweep of time. Might it have been better to focus on one element of the story, like Malcolm’s break with Elijah Muhammad or his trip to Africa or his time in jail? Then you could have a tight theme, a strong story arc, with the details that really get it.

Yeah, I would buy that. Spike Lee tried to cover a lot of ground in three and a half hours. The story of Malcom X might have been better served by exploring a smaller section of his life in more detail. But keep in mind, the movie came out in the early 1990s and that was the biggest canvas Spike Lee had to paint that story. Now you could take that same story and stream it as a 12-part series and add a lot more specificity and detail.

In his interviews with Truffaut, Hitchcock said something to the effect of, “I have this funny idea of creating a movie not out of characters or situations, but out of scenes. And then I try to think about what would happen in the scenes.”

That all goes back to genre, because those are the audience’s expectations when they buy a ticket. You can subvert some of those expectations. You could have a gangster movie that takes place in space. But you have to set that expectation up for your audience so that they know that, okay, the theme and the characters are all going to still be a gangster movie, but people are going to be wearing funky futuristic costumes because the story takes place in outer space. Dark City, Dredd, Elysium, and maybe even Tenet would be good examples of Gangster movies that subvert our expectations by placing the story in outer space.

Similarly, if your audience is expecting to see a Western, they don’t expect the story to be in New York City. That just goes to say that if you’re trying to tell a Western and it’s surrounded by skyscrapers, you’re probably starting in a hole.

It could be a fish-out-of-water story. But that’s but that’s a different story. That’s a different niche or a different genre as well.

I’m all in favor of subverting expectations. If we’re going to tell a Western, we could start it in New York and make it out of fish-out-of-water story. But they better get out west by the second act or your audience is going to be wondering why the film was billed as a Western. Remember Back to the Future III. It becomes a Western as soon as Michael J. Fox gets catapulted into the past. It doesn’t start there, but we knew, going in, that’s where they’re going.

If you’re a hierarchical thinker, you probably start with the Super-Genres and then work down. But maybe if there’s a kind of Macro-Genre situation that you really love, you can start there.

I would almost always start with the Macro-Genre. People think in Macro and Micro terms. They’re specific. And their stories bubble up.

We have been talking about Gangster stories, so let’s continue along that line. You might be drawn to telling a Gangster story—be it from the anti-hero’s POV or the lawman’s POV—but that’s just a starting point. Next, ask whether it’s a Western or Sci-Fi or Fantasy or whatever. I mean, it’s possible to have a Gangster Western (3:10 to Yuma) or a Gangster Sci-Fi (The Dark Knight) or even a Gangster Fantasy film (The Forbidden Kingdom).

A story is only as good as its details. That requires research. You might think you know a subject. A young writer might know a lot about high school theater. But those aren’t the details that are going to tell the story. They have to somehow still do research to get the details for other aspects of the story.

Right. They also have to understand the details of the characters that populate those stories. If you’re doing a story about a high school musical, you might have a drama teacher who is going through a divorce and he’s torn because the topic of the play is about children while he’s in a custody battle in court in his real life.

As a writer, you might know everything in the world about high school musicals, but what do you know about divorce and custody battles? To tell this part of the story in your musical though, you’re going to have to write scenes about what that person is going through. And that’s the research you need.

You can’t create that high school drama teacher unless you know something about relationships and the awkward stuff that goes on between divorcing couples and how their friends and families react to each other. There’s a million things that you need to know, besides the world of theater.

Typically, I find that my Macro- and Micro-Genres help me to identify what to research. I might have enough of a general idea about the tropes of my Super-Genre to start imagining my screenplay. But when I dig into the details of the Macro- and Micro-Genres, then I need more specificity to create those characters and the nuance that makes them unique and interesting.

Let’s talk about beats. Robert McKee, in his Story Seminar, does a complete showing of Casablanca. He analyzes the bazaar scene, where Ilsa goes out and looks at fabrics and Rick comes out and tries to atone for his bad behavior the night before. Every moment of dialogue moves that scene forward—and not just the scene, but the whole story. (See this discussion.)

But it’s not just whether it moves the story forward. Sometimes we want a thematic beat that helps us understand the context, the values of the people in the story. Even if it doesn’t change the story, a moment can be valuable for revealing something about the character.

There’s a scene in Black Mass, about the Boston mobster White Bulger. There’s is a scene where he convinces one of his henchmen, Stephen Flemmi, to strangle his girlfriend to death in the trunk of a car. There’s really no other reason for this scene other than to create a distaste for Whitey Bulger.

You see, there’s also this idea of primary and secondary emotions. Primary emotions are what the character is thinking. Secondary emotions are what the audience is thinking. In that example, Whitey Bulger is smiling. He’s happy. He’s like, ha ha.

So the primary emotion is Bulger’s twisted glee. Then there are those beats that hit a switch in the audience’s heart or mind. In this case, hopefully, the audience is horrified by Bulger. That’s the secondary emotion. Secondary emotions are super important because they’re not very many of them. But when they when they hit, they carry this weight. So they don’t necessarily move the story forward. But thematically, and contextually, they play a crucial role in the story.

Varieties of Writer’s Block

No writer has ever escaped the curse of writer’s block.

You sit at the keyboard, immobilized. You thought you had something to say. You thought you had the words. You thought that persevering would help. But your ideas are stuck, like the water that won’t move in a stopped-up faucet. If you’re lucky, if you keep adjusting the hot and cold spigots, you’ll get a blast of water. But the chances are that it’s just a filthy torrent of dirty water: worthless dreck.

So what do you do when the faucet stays stopped up–or, even worse, when the words flow but they’re all terrible?

There are three causes of writer’s block: psychology, research, and perfectionism. Let’s look at each one in turn.

Writer’s Block 1: Psych Out!

Writer’s block is usually known as a psychological malady. Writers are, after all, simultaneously egotistical and insecure. They think they’re the king of the world and the worst pretenders and fakers ever.

Steven Pressfield use the term The Resistance to describe the force that blocks creative expression. In his tidy little book, The War of Art, he notes that many would-be creatives torment themselves with negative self-talk. After grandiosely imagining writing the Great American Novel (or other art form), they procrastinate, make excuses, drink and/or do drugs, find escape in shallow relationships, and otherwise piss away their creative juices.

Fear is not all bad. “Are you paralyzed with fear?” Pressfield says. “That’s a good sign. Fear is good. Like self-doubt, fear is an indicator. Fear tells us what we have to do. Remember one rule of thumb: the more scared we are of a work or calling, the more sure we can be that we have to do it.”

Nothing is worthwhile without a struggle. Creation is a process of struggle. If we have nothing to push against us–internally or externally–we will glide along the same old path and discover nothing along the way.

Pressfield’s answer is to man up–or, as he puts it in another tidy little book, commit to “turning pro.”  He contrasts the amateur and the pro like this:

“When we’re living as amateurs, we’re running away from our calling — meaning our work, our destiny, the obligation to become our truest and highest selves. Addiction becomes a surrogate for our calling. We enact the addiction instead of embracing the calling. Why? Because to follow a calling requires work. It’s hard. It hurts. It demands entering the pain-zone of effort, risk, and exposure.”

Writer’s block, then, is simply a refusal to face the daunting challenge of hard work. Pressfield spent years wasting his talent on bad jobs, bad relationships, and incomplete drafts. Like the alluring but degenerate artist in an alluring but degenerate subculture like New Orleans–a place where characters and misfits are celebrated– he refused to surrender his vices in order to realize his creativity. Until, one day, he rented a tiny house in northern California and lived a life of isolation.

Every day he got up, read, wrote, ate, read, wrote some more, and slept. He avoided newspapers and TV, relationships, and the life of the glib raconteur. The day he typed the words “THE END,” he knew that he had turned pro.

It did not matter that the novel was an inferior work or that he failed to sell it. What mattered was that he devoted himself, finally, to the work. He made that his priority and refused to let outside distractions and excuses rule his life. Like an alcoholic who no longer has any desire for a drink, Pressfield was now a different man. He didn’t need a spare and isolated houaw any more. From then on, he showed up to do the work. He was a pro.

“Ambition, I have come to believe, is the most primal and sacred fundament of our being. To feel ambition and to act upon it is to embrace the unique calling of our souls. Not to act upon that ambition is to turn our backs on ourselves and on the reason for our existence.”

Writer’s Block 2: Not Enough to Say

Not all writer’s block is as exquisitely psychological as The Resistance. For those seeking less than the Life of the Artist–people who just want to produce something worthwhile–writer’s block “presents itself” (to use the psychologist’s term) as a feeling of dumbness.

We have written before, maybe even well. We get an assignment–a paper, report, article, chapter, or even a book. We know the subject well–or at least better than 99.99 percent of the people that we pass on the street. We have piles of notes. We have talked about the subject with others. We have demonstrated our superior knowledge and even cleverness.

Then we sit down at the keyboard and nothing comes out. Or even worse, what comes out is garbage. The sentences are passive and clumsy, over-reliant on meaningless words (hedges like “almost,” “probably,” “almost,” etc., and emphatics like “very,” “strong,” “smart,” “best,”  etc.) Sometimes we can’t even write a sentence, so we resort to awkward phrases. Our drafts (if you can call them that) are filled with “TK” (the journalist’s note to herself meaning “to come”).

A friend or fellow writer, seeing the frustration, comes along to offer support: “Just tell me what you want to say.” It doesn’t help. Why would it? They haven’t been researching your topic. What can they offer besides a pat on the back.

This is the most common variety of writer’s block.  The only way out is to stop writing and do more rounds of research. Whether you’re writing a journalistic profile or a work of fiction, your job is to gather enough information to create a reading experience. Often, we think we have mastered the subject but have not. Nothing reveals our basic ignorance more than clunky writing about the subject.

So conduct more interviews. Dive into the archives. Explore more cases in point. Gather data. Go to the scene of the story and take notes. If possible, take a video so you have something to describe, moment by moment.

How do you tell when you don’t have enough information?  When you tell more than you show.

General summaries offer a dead giveaway of thin understanding of a topic. The lifeblood of good writing is details–details that the reader can see, hear, feel, taste. Even when exploring an abstract topic, the reader needs enough details to get a tangible sense of the topic. The more general your discussion, the less you probably know–and the less the reader will care what you have to say.

Here’s an example from my own book project about Woodrow Wilson’s 1919 campaign for the League of Nations. In the course of discussing Wilson’s speeches in the Upper Midwest–Minnesota, North Dakota, Montana–I learned about one of the most exciting reform movements in modern American history. The Nonpartisan League championed reforms for farmers: railroad rates reform, silos for storing grain, a banking system with fair rates. But such a summary does no justice to the movement. I had to learn about who organized it, how it pressured both parties, the backstory of failed previous reform efforts, and the backlash from big business and political elites.

Even more, I had to create some scenes to show how the NPL operated–how recruiters traveled from town to town, buttonholing farmers, rallying local leaders, endorsing candidates. I had to read the NPL’s weekly newspaper and track down arguments in court cases. I had to show how mercenary gangs threatened and beat NPL recruiters. Even if I did not use all these details, I needed a bounty of details so that I could select the right ones.

I had to follow Hemingway’s classic advice to seek out “the good and the bad, the ecstasy, the remorse and sorrow, the people and the places, and how the weather was. If you can get so that you can give that to people, then you are a writer.”

Details make writing come to life. When you don’t have enough details–when you fall back on generalization–you are probably failing.

Writer’s Block 3: Thinking Too Hard

What if we have committed to acting like a pro and done all the research imaginable. But we’re still stuck?

What do you do when you’re truly, deeply committed to doing the work and have done your job as a researcher. You know all you need to know but can’t get the words down?

Sometimes, we’re so bent on perfection that we can never accept anything less. Rather than gifting the world with something worthwhile, we immobilize ourselves because we are too committed and too diligent. Rather then doing our best and then moving on, we are obsessed with producing Big-A Art.

This is the situation that Tom Wolfe faced when he was assigned profile of young hot-rod race-car drivers in Los Angeles for Esquire. No one was more committed or hard-working than Tom Wolfe, who was one of the founders of the New Journalism movement of the 1960s and 1970s. He did everything that a committed writer could do but sputtered into a state of incoherence.

With the magazine all laid out–including a set of enticing photos–Esquire editor Bryon Dobell told Wolfe not to worry about writing a draft. Just type up your notes, he said. We’ll find someone to turn those notes into a story. And so Wolfe went on a writing bender. he wrote 50 pages of notes, in the form of a letter, and sent them to Dobell.

Because Wolfe was no longer under any pressure, the words flowed. The result was a literary sensation. Under the title “There Goes (Varoom! Varoom!) That Kandy Kolored (Ahhhhhhhhh!) Tangerine-Flake Streamline Baby (Rash!) Around the Bend (Brummmmmmmmmmmmmmmm) …,” Wolfe described a world that no one knew. With a mastery of psychological and cultural insight, a love of details, and an energetic stream-of-consciousness marked by inventive phrasing and punctuation, Wolfe changed the way journalists approached their subjects.

As you might expect in a letter, Wolfe begins simply: “The first good look I had at customized cars was at an event called a ‘Teen Fair,’ held in Burbank, a suburb of Los Angeles beyond Hollywood.” He simply shares his thoughts and observations: “Inside, two things hit you…” He makes simple transitions: “As I said…” With no pretension, he introduces characters: “All this time, Tex Smith, from Hot Rod Magazine, who brought me over to the place, is trying to lead me to the customized-car exhibit…” He ventures some broad observations: “Things have been going on in the development of the kids’ formal attitude toward cars since 1945…”

Once he brings us into this world, his diligent research, mastery of details, and love of oddballs have a chance to shine. He’s a pro and he did the work and it shows. He just needed to get of his own way–to forget about what he was trying to do and just do it.


Feedback from All Over

On Facebook, Jesse Highsmith writes:
When I started, I thought I was supposed to “plant my butt in the chair and write,” as many people say. That didn’t work for me. In fact, it was the fastest way to sculpt a writer’s block.
My formula now is so much better: make a basic outline. Figure out where it ends. Figure out where the start should be. Think about the chapter for days before typing a single thing. Obsess over the first sentence. Sit down. Type that sentence. Walk away. Think about the rest of that paragraph. Come back to write that paragraph. Usually, after that, it starts to flow. I start my chapters with an action, then use the second paragraph to give some short exposition before jumping right back into the action and running with it. Also, there’s two types of chapters.

 

Don’t Believe a Word Your Friends and Colleagues Say. Instead, Find Someone Who Will Tell You the Truth.

The first time I published an article in my college paper, I asked a senior editor to give me a critique. I was expecting a pat on the back for a job well done. But I got a tear sheet* filled with red ink.

If you give a piece of writing to a friend or colleague, you will be lucky if you get the same treatment. You should always be open to critiques, of everything: the focus of the piece, the organization, the style, the evidence, and more.

But we writers are a sensitive lot. When we write, we put down not only what we know at the start, but also ideas sparked by the writing process. So writing takes on a life of its own. We often labor in isolation and get lost in our own world.  Because we get lost, creatively, we lose perspective.

But don’t count on friends and colleagues to offer good critiques and feedback.

Most people, when asked to read a friend’s work, want to be nice. Even if the writing bores them or confuses them, they will not say it. They will look for something nice to say.

“Great topic.”

“You know, I didn’t know that…”

“It was interesting the way you tied together those two events…”

Even your most critical readers will still avoid a real critique. Not just because they are sensitive to your feelings but because critical reading is a hard and laborious task. So if you press them, they’ll find a couple of nits to pick but avoid the big issues.

I have worked with writers in a wide range of settings: newspapers and magazines, government, websites, think tanks, and book publishing. Many of the people in these settings are open to critiques. They are grateful for any ideas you might offer about making copy more clear and energetic. But some resist.

“But that’s my style…”

“No one ever said that was a problem…”

“We always do it that way…”

Some sensitive types protest vehemently. They are (to use the word in vogue) triggered by any and all criticism.

This kind of resistance increases the chance that, next time, the critique will be softer. Rather than battle a sensitive writer, even determined editors give way. Why hassle?

Even if you want a real critique, then, you often get the most general praise or meaningless nit-picking.

How do you get past the politesse and avoidance of friends and colleagues? If you want to get better, find someone who will read your work thoroughly and respond honestly and specifically. Ask them to critique:

  • How clearly you state a controlling idea and build the piece around that controlling idea. (See my discussion of “The One Idea” here.)
  • How clearly you write every sentence and paragraph. Every sentence should state the idea right away, with specific subjects and active verbs. Every paragraph should state and develop a single idea.
  • How well you stay on the right track–and how well you get back non track after a necessary diversion.
  • How well you highlight different sections of the piece with subheads.
  • How convincingly do you make your points, with specific data and other evidence that speaks directly to your points.
  • Where you make spelling and grammar mistakes.

Ask them to mark the sections clearly. Get them to underline or put brackets around specific passages. Specificity is the key. You need to know exactly when and where you go wrong.

Find the people who will be honest and show them your appreciation, however you can.

As for your friends and family? Appreciate their support but don’t count on them for any meaningful critiques.

*The term tear sheet comes from advertising. It refers to a page torn from a periodical to show proof that the ad had been published.

Andy Reid’s Approach to Creativity

Behold the genius of Andy Reid.
As the head coach of the Philadelphia Eagles in a game against the New Orleans Saints in 2012, Reid had one of his players, Riley Cooper, lie down in the end zone for a kickoff.

Lie. Down.
The Saints thought they the Eagles had just 10 players on the field. They did not notice Cooper. When Brandon Boykin caught the ball, Cooper jumped up. Boykin threw a lateral pass to Cooper, who ran 93 yards for a touchdown.
Alas, the referee called back the play. Boykin’s pass went forward, so the ball got brought back to the 3 yard line.
But talk about a clever pay, which caught the opposition off guard and had the potential to change the game.
Andy Reid is one of the most successful coaches in football history. He is the only coach to win 100 games with two separate teams. His Kansas City Chiefs have won the AFC West for eight straight years. In that span, the Chiefs have also won two Super Bowl championships.
His secret is creativity, as Rodger Sherman explains in The Ringer:
Reid will invent strange new football ideas unlike anything that has been seen before—or at least not in the past few decades—and run them in the biggest moments of a season. And while his trick plays may appear like cockamamie inventions of a football mad scientist, they often take advantage of the unique strengths and talents of his superstar players. They are gimmicks and yet functional. “If you practice them long enough, they aren’t trick plays,” Reid said when I asked about his trick plays on Monday night, “they’re just plays.”
How does he come up with these plays? Like most coaches these days, Reid thinks about football all day and all night. At the highest levels of pro and college ball, coaches much give their lives over to the game. They arrive at the stadium early and stay late, every day. Some of them sleep at the stadium. With their team of associate coaches, they work on every facet of the game with their players during the week.
Wherever he goes — driving, eating at a restaurant, even sleeping — Reid carries a stack of index cards. As he turns over plays in his restless, football-obsessed mind, he frequently has eureka moments: “What if we…?” And when these ideas come to him, he writes them down.
In a profile of Reid in The New York Times Magazine, Michael Sokolove notes:
The index cards he always keeps with him spent the nights within easy reach because he never knows when he’ll think of a new play and want to draw it up. I wondered if plays ever come to him in his dreams. “I don’t sleep enough to dream,” he said.
Over the years Reid has gathered a massive collection of plays, many tried-and-true but others different and even bizarre. This collection is, in essence, a blueprint for the whole organization, as Sokolove notes:
What the best N.F.L. coaches have in common, Banner told me, is that they’re “so detail-oriented they even annoy everyone around them.” Reid aced the interview the moment he showed up with a thick notebook he had been keeping for years. It was filled with his meticulously logged plans for all the things he would do if he ever became an N.F.L. head coach.
Think about this. Creativity does not come in magical bursts of eureka moments. It is the deliberate, careful, disciplined gathering of half-developed ideas–and then the deliberate, careful, disciplined processing of those ideas.
Sustained effort, not magic.
Reid’s obsessive genius offers two lesson for writers:
  1. Always take a notebook, wherever you go. Your mind is restless and more powerful than you might know.  Your subconscious is busy around the clock–and far more creative than your conscious mind. Your subconscious makes connections our conscious mind could never make. Your job is to be ready to capture all the ideas that come to you. You will almost never remember great ideas unless you write them down.
  2. Process the scribblings from your notebook. Other coaches and players say that, when they come to the stadium, Reid is already there. He’s transferring his scribblings from his notebooks to whiteboards. Later that day, he’ll review his clever ideas with his coaching staff. It’s not enough to capture stray thoughts, 24/7. You also need to process them, so that you can turn them into something useful.

You need to follow this process. Wherever you co, carry notecards. Whenever you have an idea — a fragment of dialogue, an idea for a character or conflict, a way of describing an idea, whatever — you need to capture it. Then you need to process and store your ideas so that they will be available when you need them.

Two Online Courses for Writing Mastery     

  • Master of Storytelling: All the skills and hack you need to tell a great story. If you’re writing emails, memos, reports, presentations, these skills will transform your writing, right away. It’s all here: character development, the structures of story, action and scenes, details, and more. You get 101 mini-lessons, with step-by-step explainers, case studies, videos, and downloads. (LEARN MORE)
  • Writing With Power: “Keep it simple,” every writing teacher says. But they don’t say how. In this engaging online course, you will learn how to deploy simple hacks at every level — sentences, paragraphs, and whole pieces — to comment with your audiences. You get 76 mini-lessons, with step-by-step explainers, case studies, videos, and downloads. (LEARN MORE)

Let Us Now Praise Robert McKee

As the script doctor steps off the stage, a look at his impact and storytelling lessons

Years ago, when I was transitioning from academic life to nonfiction narrative writing, I attended Robert McKee’s immersive Story Seminar. For three days, I sat in a New York theater for a complete course from one of Hollywood’s leading experts on narrative for the page, stage, and screen.

I felt like I was in that famous scene in Adaptation:

 

Brian Cox, the brilliant British theater actor who was the malevolent Logan Roy on Succession, played the McKee role to perfection. Stalking on stage, Cox/McKee barked out commandments for storytelling and dismissed the lily-livered comments of pretenders who do not want to work hard to construct a good story. His massive brows furrowing or rising to signal anger or glee, he teased, charmed, and berated the audience. He prompted the audience to agree with his takes on movies and literature. “Who thinks, as I do, that…” he would say. A forest of hands would rise.

Some view McKee’s performance as an ego trip, and it’s obvious McKee has a strong ego–at least in the sense of knowing who he is and what his mission and standards are. He knew what he wanted to teach and did not want to be distracted or deterred. He did not want to pal around with seminar participants. Many attempted to follow him at lunch and accidentally-on-purpose bump into him and ask a question. He would have nothing to do with it.

His standoffishness was one part self-preservation and one part lesson: I can show you what to do, but you have to put your goddamned ass on the chair and do the goddamned work yourself.

McKee started teaching storytelling after the release of his TV miniseries Abraham (1993). He realized, he said, that he could never be a great screenwriter–but he could become a great storytelling teacher.

Last year, Robert McKee performed the last of 400-plus of these marathon seminars. At 82, he has decided retire from his role as the Socrates of the Screen. But “retire” is not a word anyone uses to describe McKee, and he will stay plenty busy. For years, Story (1997) was the only way most people could learn McKee’s approach to create narrative. But in recent years he has produced four followup works: Dialogue (2016), Character (2021), Action (2022), and Storynomics (2018). He is now writing a new version of Story, which he calls Story II. (May it be a worthy sequel, more like The Godfather Part II than Return to the Blue Lagoon). McKee is determined to share all the tricks and wisdom he gained in a lifetime of writing and teaching. Obviously, his seminars and books overlap. But he has also expanded and deepened his core insights.

A few imperatives of storytelling

So what must the storyteller do? So what does McKee want us to know about storytelling? Here are some of the pieces of his wisdom that I have found most useful over the years:

• Forge character in the furnace of desire, conflict, and obsession: Nothing happens without a character’s passionate desire. That desire leads to action, with causes conflict, which tests everyone. Whoever emerges from the conflict more whole can be called heroic, even if they lose. Therefore, force the character to make hard choices–and make the choices harder as the story proceeds. Don’t give a character the choice between good and bad; make it good against a competing good or a competing bad. Make every choice involve loss.

• Create two great desires, one external and the other internal: People begin their quest with an simple, obvious, superficial desire: “I want to protect my family” (The Godfather) or “I want to rescue my son” (Missing) or “I want to get out of here” (Groundhog Day). As they encounter more obstacles, they deepen their understanding of what they want: “I want total control” or “I want to expose the truth about the Chilean coup” or “I want to be worthy of love.” By the end, they discover that their internal desire is the real point of it all.

• The point of action: Action is essential but only matters if it makes a difference in the story. If you have a great “action” scene but it changes nothing, it’s not worth keeping. Even the most exciting fight or car chase will drag down a story if it does not propel the story forward. By the same token, even the most mundane moments provide action if they make a difference and raise the stakes.

On the last day of the Story Seminar I took, McKee played and analyzed Casablanca, scene by scene. The highlight was his breakdown of the bazaar scene with Rick and Ilsa. Every line of dialogue is action: Every line changes the trajectory of the story and our understanding of these iconic characters.

• Alternate positive and negative beats: Audiences want change–or the possibility of change–at every level and at every step of the way. Make even the small actions (like a nod, an averted glance, or a soft-spoken word) matter. That’s what McKee calls a beat. Then alternate positive and negative beats. If a positive moment occurs, counter with something negative, then positive, then negative, and so on.

In a sense, action is a form of dialogue. Each act says something and forces others to respond.

• Make dialogue sound human (but better): Capture character with the way people talk: brave or cowardly, certain or confused, risk-taking or cautious, quick witted or slow, jocular or stiff, and so on. But remember that most people speak like fractured, conflicted, uncertain, and inarticulate beings. Find the sweet spot between realism and art. The goal is not mimicking reality but (to use McKee’s term) “enhanced expressivity.”

Also, remember that speech is a form of action. “Life is dialogue, action/reaction,” McKee says. But don’t use dialogue when you can tell the story in other ways. “When the screenplay has been written and the dialogue has been added, we’re ready to shoot,” Alfred Hitchcock said. First create the scenes, then the action, and finally the words.

Whatever you do, don’t “write on the nose,” using dialogue to provide backstory, which murders subtext and irony and treats the audience like a bunch of dummies who can’t add 2 plus 2. Avoid this kind of fake dialogue/exposition: “Yeah! I remember you! You sat in the last row of Mr. Leonard’s class! He was such a demanding teacher! And we just wanted to goof off!”

• Hit ’em again–harder: However much your hero suffers, make him suffer even more. Escalate the abuse, even if it’s just kidding/not-kidding taunts from friends. Giving your characters a hard time tests them, reveals them, and gives them an opportunity to respond and grow. “Pressure is essential,” McKee says. “Choices made when nothing is at risk mean little.”

“The more powerful and complex the forces of antagonism opposing the character, the more completely realized character and story must become.”

• Don’t say anything at face value: Everyone lies–like, all the time. No story should gather a group of good-spirited, accommodating truth-tellers. It’s fake and boring. Even honest people speak honestly in an oblique way. Even blunt statements of truth are oftentimes covers for something else. So make sure that dialogue contains two levels of truth: first the surface-level meaning of the statements, then the hidden misunderstandings and agendas of the speakers.

This, dear English majors, is where we find the all-important element of irony: The man-of-the-people radio star (A Face in the Crowd), the shy and skinny kid who knocks the block off the bully (Back to the Future), the legal secretary who learns tenacity she needs to fight polluters by managing life as a single mom (Erin Brockovich).

• Don’t mess with genre: Readers need to know what the story offers. Genre offers a wide but limited range of eternal tales, each one tapping something fundamental about the human condition. A genre, like a brand, is a promise: Read/watch this story and you’ll get the elements you’re expecting.

Genres also help us to get the story sizzling right away: “We don’t want people coming to our work cold and vague, not knowing what to expect, forcing us to spend the first 20 minutes of screentime clueing them toward the necessary story attitude.”

McKee lists 25 genres; that’s too many, I think. Mockumentary, for example, is not a genre but a way of presenting a story; a mockumentary can be a tragedy or comedy or Bildungsroman or any number of other distinct genres. Still, McKee’s list is useful for devising the right style of story.

• Pursue unity and truth: Ever the Aristotelian, McKee insists that all stories must reach closure by the end. As Aristotle says in The Poetics, the story should be “complete, and whole, and of a certain magnitude.” The story and the fates of the characters should wrap up, even if they lose their quest. The ending should feel like a surprise, but it should also feel inevitable.

Of course Michael was destined to be a ruthless mob boss. Of course Rick would embrace patriotism and love over possession of Ilsa. Of course Macbeth would lose his kingdom. Of course Ed discovers the corruption and complicity that led to his son’s death during Chile’s coup.

To some, these rules of storytelling feel contrived, almost like a paint-by-numbers approach. But as in any other creative, skilled work–carpentry, sculpture, dance, architecture–the rules provide the grounding needed to work creatively. The rules prompt the writer to struggle through a raw, deep, agonizing, contradictory, and hard journey.

The Ultimate Hack: Do the Hard Work

The reason storytelling will never die, even with AI, is that it requires real imagination and struggle. The human experience is not an algorithm.

We have to do the work ourselves. Lots of people write “content” for “media outlets” and “clients.” Lots of people write “books” to promote their “brand.” But how many of them are willing to dig deep and work hard enough to produce a worthy story?

In a sense, McKee’s core message was that writing a story is a lot like being a hero in a story. It’s about having a goal and a determination to meet that goal. It’s about delusion, failure, denial, blindness, and laziness–and working hard to overcome these universal flaws to create something worthwhile.

The greatest challenge, then, is to find something worth saying. In a valedictory profile in The New Yorker, McKee tells Dana Goodyear: “The problem with Hollywood is, they’ve all read the book, they’ve all been to these lectures. They know how to tell a story, but they don’t have anything to say.”

In Adaptation, McKee tells Charlie Kaufman, played by Nick Cage: “Your characters must change. The change must come from them.” He’s telling Charlie that the writer has to do as much hard work as the characters. No formula or shortcuts for anyone.

‘What If?’ Angus Fletcher on the Brain and Storythinking

What if (spoiler alert) all the wisdom of writing, storytelling, problem-solving, adventure, crisis management, and deep learning could be summed up in a two-word phrase?

Thanks to Angus Fletcher, a leading authority on storytelling and the brain, we know that two-word phrase: “What if?”

Storythinking, which will be published by Columbia University Press in June 2023, is available for pre-order.

Fletcher, the author of the landmark work Wonderworks: Literary Invention and the Science of Stories (2021) and the forthcoming Storythinking: The New Science of Narrative Intelligence, says the brain has evolved to be creative. We abuse that creative brain in our bureaucratic, mechanized, mediated, overwhelming society. But the brain remains ready to take its place as the out-of-box imagineer and battler against stale ideas.

Fletcher is the professor of story science at Ohio State’s Project Narrative. He not only teaches and writes books, but also consults with the Army and Hollywood. He teaches them how to do what comes naturally, until we’re denatured by modern life: How to soak up the world with a sense of wonder and then to create a strikingly original approach to living the best life.

OK, back up.

Fletcher’s basic insight is that human’s don’t just create and enjoy stories. Stories are not somehow some thing “out there.” Stories organize all our experiences. No, that’s not quite right; it still suggests that stories are outside of us. We are stories. Stories as as much a part of our experience as blood and organs and skin and bones and sinews. Just as we must understand all those elements of life to understand health, we need to understand the elements of storytelling to understand experience.

“Storythinking hails from a time prior to authors, prior to humans, prior to language,” Fletcher writes in Storythinking. “It dates back hundreds of millions of years to the first creaky machinery of the animal brain.”

Cogito, ergo sum? Actually, Diigoúmai, ergo sum—or, I tell stories, therefore I am. “The human brain empowered our Stone Age ancestors to respond to unpredicted challenges and opportunities by linking creative actions into new plans—which is to say, new plots. That hatching of plots was narrative cognition.”

Humans think and operate in two ways: logic and narrative. “Analytically, story and logic employ different epistemological methods,” Fletcher notes. “Logic’s method is equation, or more technically, correlational reasoning, which inhabits the eternal present tense of this equals that. … Story’s method is experiment, or more technically, causal speculation, which requires the past/present/future of this causes that.” Or: What if?

Think about that a minute. The more maniacally we embrace facts ripped from context, standardized testing, getting the “right answer,” an so on, the less capable we are of storythinking. And storythinking is essential to the human experience.

Fletcher suggests three major skills to improve storythinking:

  • Prioritizing the exceptional: Finding what’s unpredictable, surprising, weird, deviant, extreme, shocking, even gross or repellant. That’ll get attention, right?
  • Perspective shifting: Imagining being someone completely different—not just with a nice, cozy empathy, but with a kind of embodiment of another. Getting out of your own skin, as extremely or totally (see 1, above) as possible.
  • Stoking narrative conflict: Testing ideas and scenarios as a kind of epic battle that takes you “boldly … where no man has gone before” (catchy phrase, no?). Submit characters and situations to stress tests that take the storythinker’s mind far beyond where it was before.

Fletcher’s story has more than its share of plot twists. After four years in the neurophysiology lab at the University of Michigan Med School, he decided to focus on storytelling. He learned from the best, studying Shakespeare for his Ph.D. in literature at Yale. Then, at Stanford, he connected with Pixar storytellers and became a script writer for TV and movies. He has also worked with the Army Special Corps.

I recently spent an hour exploring these issues with Fletcher on the phone. But the recorder wasn’t working. (This was my “all is lost” moment.) So rather than giving you his word-by-word account, I offer a paraphrased summary. Fletcher okayed my summary of our conversation.

On the brain, evolution, and storytelling …

The brain is not a computer. It’s a way of experiencing the world. It’s not like we just gather data and then assemble those data. To be sure, we often develop stories out of information that we have stored in our brains, at different levels including the subconscious. But even more important, we create stories to produce something, not just organize information. We can actually produce stories out of nothing. We can actually create whole new worlds.

That’s what scientists do. They are always telling stories, trying to figure what will happen in this situation and that situation.

Over the course of human evolution, humans have not only mastered the art of storytelling—and, in turn, been shaped by stories. The human experience is itself inseparable from storytelling. Humans could never step out of storytelling even if they tried.

On the clutter of the modern mind …

We once had the ability to imagine something out of nothing. Before modern technology, we had to entertain ourselves when we were bored. We had to observe and imagine. But now every time we get bored, we turn to our iPhone. The best thing we could do to reignite our imagination is to smash our phones.

When we come into a room, we don’t notice anything unless something is out of place. Babies and toddlers, when they come into a room, they see something new every time. Even if that room is familiar, they look at the details in a room with fresh eyes every time. They don’t assume that anything is going to be the same way. In a way we have to recover our ability to look and observe like two-year-olds.

On the need to slow down and notice things, detail by detail and moment by moment …

People automatically make causal arguments and take all the interesting details out of the equation. They say X causes Y. But in fact, there are lots of other factors involved besides X and Y. The blandest ideas come from sanding over the details.

We are a storytelling species, to be sure, but we’re also a summarizing and simplifying species.

When we think that X causes Y, we have to push ourselves to see how X causes x1, x2, x3, and so on—actually more than that, like y1, y2, y3, et cetera—before getting anywhere close to Y.

Of course, as a writer and a storyteller, you don’t want to overwhelm people in details. You want stories to offer some coherent view of how the world works. You want stories to explore a coherent “What if?”

On ever-evolving genres …

Genres are not eternal. Working within genres, we need to twist and combine genres. Genres are always being invented and reinvented to put storytelling on new paths. (On the topic of genres, see the interview with John Truby.)

A number of important genres, like the Western or Detective story, are reflections of modern life. They could not have been imagined before the settling or urbanization of America. Science fiction is another new genre. In ten years, someone might discover or invent a completely new genre, like Poe did with the Detective genre.

On the power of unusual, surprising, shocking, and even perverse experiences …

The best skill writers could develop is to notice things better. Look for what’s out of the ordinary. Notice what you don’t see right away. Stretch your mind and imagination to include what you don’t see right away … and what you don’t see at all.

Every great advance in storytelling comes from doing something deviant and disruptive. Some examples include Hamlet, The Decameron, and Don Quixote.

What makes those stories so fascinating is that they do something completely different. In Hamlet, an action story, you have this thoughtful character who is thinking like a philosopher. In Don Quixote, the characters themselves are reading Don Quixote! Who would think of that? Only a “What if?” creator.

Take a modern example. Better Call Saul is immediately exciting and engaging because, in the very first episode, it does two things. First, it introduces a complete set of divergent characters. Second, it creates some very strange worlds that the audience probably has never imagined before. A case in point is the home of Chuck, Jimmy’s brother. Chuck is living in a house wrapped in aluminum foil and devoid of all electronics because of his belief that microwaves are messing with his body and mind. That’s a strange character and a strange world. And we want to know more.

Better Call Saul is an elaborate “What if?” story. The characters are believable in their own ways but also stretched beyond their own experiences. What if there was a lovable con-man lawyer whose life is dominated by his domineering and troubled brother? What if that lawyer got involved in a wild range of experiences that take him to skateboarding stoner conmen to drug dealers to a sweet, wry fellow lawyer to an Asian hair salon, et cetera?

On the structure of experience and stories …

In a sense, all kinds of experiences seem to take Aristotle’s format: beginning, middle, and end. Something prompts you to pay attention, then you process the idea, and then you resolve it.

Actually it doesn’t work quite that way. When you hear a dog bark, you’re actually in the middle of the story, not the beginning. That bark prompts you to work backwards to figure out what made the dog bark. And then you look into the future to see what’s going to happen next. It’s the familiar storyteller’s approach: in media res. You start in the middle of the action.

In all our everyday experience, we’re constantly looking backward and forward at the same time. Storytellers, take heed: Just saying who does when and when and how is not really a story. Story requires a structure that engages the reader in saying (you guessed it), “What if?”

On deliberate training to see, notice, and tell fresh stories …

Working with the Army Special Corps, one of their most important skills is to react constructively to strange and unexpected circumstances. They can’t just respond with the three automatic actions: fight, flight, or freeze. They have to respond more imaginatively. In those circumstances, where absolutely nothing is familiar, they have to learn how to construct a brand new story, not just fall back on familiar stories. That takes discipline and skill. They need to be able to imagine a diversity of possibilities—not only a whole batch of factors that led to the moment, but also a bunch of possibilities that might happen in the future. This takes discipline. That takes an extra brain muscle that they have to develop.

Until about 20 years ago, the military lived and worked in a world of “hurry up an wait.” They experienced a lot of dead time. Now soldiers are allowed to have cellphones with them so they fill that dead time. They would be better off observing and thinking. That’s the most important thing that artists do. They wander around, thinking and observing and speculating. To outsiders, it looks like they’re doing nothing. But really, they’re doing the most important thing—noting what other people don’t notice and thinking about the world in fresh, different ways.

On the power of fresh details …

Storytellers who think that everything comes from Aristotle or the Hero’s Journey don’t understand that a story’s energy and intrigue comes from the surprises. When a story fits a simple format (like the Hero’s Journey), it won’t be able to hold the attention of the viewer. It will be too familiar. After a while, the audience will turn away.

On the importance of asking “What if?”

“What if?”is the ultimate question for the brain and the storyteller and the audience. We need to imagine what might happen, outside of ordinary circumstances. We need to be able to construct whole new worlds.

Inventive and expectation-busting stories make the audience ask “What if?” They get us out of out of own world and into a wholly new place where we can imagine things in completely different ways.

Other Resources

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Kate Daloz on a Bygone Era, Research as Me-Search, and the Craft of Storytelling

Kate Daloz is the prototypical child of hippies—even if her parents abjure the term.

She grew up in Vermont’s Northeast Kingdom when her family participated in the “back to the land” movement. As other Americans embraced the creature comforts and congestion of the suburbs, the Daloz family left to live independently among other naturalists, rebels, activists, and free lovers.

Daloz, the inaugural director of the Writing Studio of the Graduate School of Arts and Sciences at Columbia University, tells the story in her 2016 book We Are As Gods: Back to the Land in the 1970s on the Quest for a New America, .

In her book, Daloz describes how her parents, Peace Corps veterans, joined their neighbors as they struggled with the realities of living on the land—from the long, hard winters and lack of indoor plumbing to the rivalries and resentments that result from the idea of free love. For some, the alternative lifestyle was inspiring and even life-saving; for others it was a long, hard grind bereft of the support they needed to live well.

Daloz received her MFA from Columbia University, where she also taught undergraduate writing. She was a researcher for biographers Ron Chernow (Washington: A Life), Stacy Schiff (Cleopatra: A Life), and Brenda Wineapple (White Heat: The Friendship of Emily Dickinson and Thomas Wentworth Higginson). She has written for The American Scholar, The New Yorker, and Rolling Stone, among other publications. She lives in Brooklyn with her husband and children.

Daloz visited my class “Writing the City” at Columbia’s Graduate School of Architecture, Planning, and Preservation to talk about the joys and frustrations of writing and her unusual childhood. Our class conversation went like this:

What do you write and why do you write it?

The common advice is to write what you know. But more important is: What are the deep questions that you don’t have answers for?

When I started writing my book about communes, I started thinking about the context where I grew up. My family was not interesting enough for an entire book, but the time period was. I was talking to my parents and they said, “Oh, you know, we weren’t hippies, but the people who lived on the commune next door, they were hippies.” Three groups of back-to-the-land newcomers lived nearby. They all showed up in northern Vermont within two years of each other in the early 1970s for the same type of experiment. I realized that this was clearly a historical moment that I hadn’t seen described anywhere.

This was a fleeting moment of experimentation. A lot of families like ours had gone back to the land. My family was pretty square but sex, drugs, and rock and roll–all of that happened at the commune.

I expanded the view outward from my parent’s little hill to three communes that were near each other. My parents belonged to a small community of couples living singly. A mile away there was a mini-commune with two couples living together and trying to farm with horses–in the 1970s, they had gone back to 19th century technology. And then a little further off there was the anarchic, free-love commune where they were really trying to live with no amenities at all. It was a very radical experiment with mixed results.

Once I looked at all three of these groups together, I could start to see the shape of the time period.

Your research eventually found a really specific focus—privilege among the utopians.

At the beginning, I thought, there’s the history of this period that has never been written. Later, I realized I was basically writing another book about middle-class white baby boomers celebrating themselves, which was not exciting to me.

Then, after reading an essay in The New York Times Magazine about privilege, I suddenly started understanding causal relationships that I hadn’t been seen before. The people that I’m writing about were incredibly privileged and they brought that privilege into these experiments in “poverty,” as they put it to themselves at the time. Their experiment was complicated by their own privilege and they didn’t understand that at all. That became by far the most interesting thing to me. Suddenly I had something new to say about this period.

They came from tremendous economic, racial, and educational privilege but were frustrated by what they saw as the limitations of Eisenhower-era American culture. They thought they could just wipe it all away and start a new society. The idea was, “We’re starting from scratch and everything is possible.” To some extent they were right. They threw out everything and in some ways never went back. One example: They decided they were against canned food and so they started to eat organic. If anybody had organic food for lunch today, it’s partly because of these guys. All kinds of stuff that came into the mainstream through the 1970s counterculture.

But sometimes in rejecting everything, they threw out too much. In the commune, they built a house with an open sleeping loft. The concept was, why do we need doors? They were also practicing free love and partner swapping. But not everybody was on board with that. People were telling me stories about having to be downstairs while their partner was upstairs with somebody else. And you could hear everything. There was no privacy. They kind of didn’t take their own emotions into account.

Over the course of research and writing a major project, your ideas are constantly changing, right? How do you focus so you can figure out what’s going to be the big idea?

I have learned to ask myself: What do you want your reader to take away from this? What do you want your reader to understand? What is it that you want for them? And then can you articulate that? Because if you can, then you’re in control of your material. I couldn’t answer these questions at the beginning of writing the book, but by the end I had a razor-sharp answer.

In my daily process, I often sit down in the morning and answer by hand for the section I’m planning to work on, “What do I want my reader to understand?” Even if I did the same thing for the same section the day before, it’s interesting to notice how sometimes the wording changes just slightly. It’s okay that it’s repeating, it’s okay that it’s recursive, because the important part is the process. By the end I’m going to have a really good answer.

The next question are: What are the details that the reader would need in order to understand this? What do I need to tell them about? It helps me make all those decisions that we have to make as writers. Do I tell them this? Do I go into this background? It helps me sort through all the things I learned doing research: Does this detail belong in the piece? Does my reader need this in order to understand? If they do, then you put it in. If they don’t, then it doesn’t go in.

Brainstorming and organizing ideas—figuring out all the pieces, how they fit, and what they mean—can be a crazy process. You can never predict how it might go.

Exactly. I’ve noticed that there’s a moment in my writing process when I can hardly sit in the chair, usually when I’m thinking about structure.  So when I feel this happening,  it’s more productive to allow myself to get up and walk and talk to myself. One time I was struggling with a structure problem when I coincidentally had to leave the house on an errand–I pretended to be on the phone and walked down the street talking to myself. It worked!  I got there, and was like, okay, I solved that problem with the chapter. I wrote it down in my notebook so I wouldn’t forget, and then, you know, picked up my kid or whatever I was doing.

When I feel that restless writing stage coming on, I’ve learned to deal with it by treating myself like a bright but not very focused 12-year-old. I’m like, “OK, it seems like you have a lot on your mind. Let’s talk about that.” (This is me talking to myself.) I try to gently set boundaries on my own digressions rather than becoming severe with myself, since I find that entirely counterproductive to my productivity.

I’ve also noticed that understanding periods of restlessness and digression as part of my creative process can be really fruitful, so now I try to leave a certain amount of space for it.

At one point, I sat down to work on the book’s introduction and I could not focus. My brain was insisting on thinking about a different issue that had absolutely nothing to do with hippie communes–but did have to do with privilege. I finally gave in and hand-wrote an eight-page essay that never saw the light of day. It was strictly for myself. A week later it was like, Bloop! I realized, “Oh, this book is about privilege.” By not fighting myself [and telling myself], “Be on the same team as your own brain,” I let myself come to an interesting insight.

When you’re interviewing someone, do you direct them or just let them go off?

Within reason, let people digress. When you let people just talk, you start to hear what’s their agenda. If you give them some time, you learn a lot about what they want to talk about. And then you can take that lens and apply it back to what they told you and see if it changes your understanding of their narrative to some extent.

Tell me about your writing process? When do you write—and what’s your process?

The key part is just carving out time and just doing it. Someone once told me that keeping a journal doesn’t count as real writing because it’s not reader-facing. I find that to be a helpful distinction–to ask for a reader’s time and attention, you need to offer them something beyond what you’d write for yourself.

Before I was a writer, I was teaching adult basic education at LaGuardia Community College in Queens—really long days, but I loved it and didn’t have to work on Fridays. I always wanted to be a writer so I would use that Friday and sit down and make myself write. It was absolutely awful stuff. Then I started a writing group. On the strength of something I wrote there, I got into Columbia’s writing program. That program forced me to have deadlines and that taught me to make sure to block off writing time every day.

As far as my actual practice, I do a lot of work away from the computer. Especially in early stages, where I’m trying to articulate a big, new idea, I now spend weeks not typing at all. I sometimes write with a pencil on yellow legal pads. Very often the first draft happens there, then I type it and then it gets better. I did it this morning, actually. I often write in fragments, I do it in pieces. Over time, I start to see, OK, here’s how I would tell someone else about this. I spend a long time writing super informally.

Sometimes people think working by hand sounds inefficient, but for me it’s actually extremely efficient. When I’m writing by hand, I’m not sitting there in front of a blank screen, pulling my hair out, suffering. I’ve realized that sitting and suffering is the ultimate waste of time and that literally any other mode of working would be more effective. Now, whenever I write something on the computer and think, “Oh, this is awful, I hate it,” I just immediately close the screen and start writing by hand. Almost always, I move forward. I can’t tell you the number of times that’s happened. I just stop typing and start writing by hand and I’m free. I let myself make more mistakes and then I write 500 words that way. And then I come back the next day and type it up.

How do you sort your material so you can always find what you need?

I worked for two biographers, Stacy Schiff and Ron Chernow. They showed me how they organized research materials so carefully that their notes would still be absolutely comprehensible if they didn’t get back to them for a year or two, when it was time to start writing.

In my own, informal notebook, where I’m thinking through my central arguments, when something really good happens, I highlight it. So if I come back looking for that phrase or insight, I can find it. I make a list of notes that’s not linear, and not at all ready for a reader. Nobody should ever see it. It doesn’t look like final writing. It just is like fragments of phrases.

It just happened today. I’ve been trying to write a book proposal where I have to say, “Here’s my big idea and how to do it.” It’s hard to take something huge and express it in three sentences. So I have all these fragments of phrases and I printed them all out. And I look at them and I mark them up with a pencil—a pencil because that lowers the stakes, makes me feel like I can erase it and not lose anything–and gradually move them into a shape that will make sense to someone else.

 Do you use any writing tools?

I use Scrivener, which lets you build folders. I like that you can compose in fragments, very moveable fragments. You’re not stuck thinking that you have to develop the whole piece from top to bottom. And for me, that’s really freeing.

On the research side, it offers nested compartments. I had one called “Myrtle Hill,” (the commune) and then a sub-folder called “physical layout.” Any time someone said something like, “you could walk from Lorraine’s tent to the cook tent” or, “you could see the outhouse from the road”—I copied and pasted those details into the “physical layout” folder so I would have them ready when I worked on that description.

How to you hunt for details—the kinds of “for instances” that surprise and enlighten the reader?

I used to do this exercise with creative writing students: Find a picture of a generic room, like from a magazine, and then decide something that might have happened there—somebody died or there was a birthday party, or whatever. Describe the room based on what you wanted the reader to think about that event. How do you describe the curtains if you want the reader to think about a party versus a death?  This particular exercise leads to over-the-top descriptions, but the idea is how to get the reader to think about what you want them to think about even when you’re not describing action directly.

To write well you need to “start strong, finish strong” at every level—sentence, paragraph, section, and whole piece. How do you think about that?

The function of the beginning of a piece is to say, “Hey, reader, you were thinking about Spiderman a minute ago. Now I want you to think about this. Here’s all the things I want you to think about as you go into the meat of my piece.”

For me, I can’t get the opening right until later in the process. Once I know where I’m going, I can give somebody directions to where I am going. But I can’t give someone directions till I’ve gone there myself.

Clarity does not come in the beginning. I revise my way into clarity. I always ask myself, ‘What do you offer the reader? What do I want them to think about? Where am I turning the camera?’ Writing a strong beginning and end is one of my favorite things to do in revision.

When you’re describing something, you’re either slowing down something that’s really fast or speeding up something that’s really slow.

Sometimes you get to describe something in real time. Darcy Frey wrote a book about basketball called The Last Shot. The prolog shows his main character dribbling the ball. Frey just watches this kid at dusk dribble and then take a foul shot. The amount of time it takes to read the paragraph, that’s the amount of time covered in the scene.

I did something like that on an essay I wrote about the closure of the last roller disco in Brooklyn. I went to the rink and took my camera and filmed people. I knew I wanted to do something like Frey’s opening, so I found somebody in a red shirt and filmed them going around the rink once. Then when I was writing, I used that footage to help me build a one-sentence description of the rink that took that same amount of time to read. It was a long sentence, but it was a really fun exercise.

How do you speculate about something, when you only have scraps of information—but you want the reader to imagine a scenario?

I wrote an essay in The New Yorker about my mother’s mother, Win, who died of self-induced abortion in 1944. We have a ton of letters that she wrote, but none from the day before she died. I wanted to speculate about what was going on in her mind as she made an extremely momentous decision. So I say: “Win left no record of what she was thinking or feeling that weekend as the others tilled the garden while the children napped in a hammock. But when I imagine her, these are the things I think about: of how provisional and precarious early pregnancy feels…”

Also, when I wrote about her early pregnancy, I could say something because I knew what that feels like myself. The reader knows it’s me, it’s not her, in that sentence, and yet I want the reader to imagine what she was thinking.

What situations fascinate you, when you’re describing them moment by moment?

I like situations in which two things shouldn’t be true at the same time, but they are. One idea: Wouldn’t it be cool if you could find a situation where two people are doing the same thing, but one of them is doing it well and one of them isn’t? Like, you’re at the gym and there’s like a novice and an expert. Or two people fishing—one experienced, one doesn’t know much about what he’s doing.

Sometimes you need to use pictures—or even draw pictures—to understand them. You can’t just describe them, detail by detail.

When I was describing the commune, I had this map that someone else had drawn and then I walked around with her and took all these notes. Later, I drew my own crazy map that actually shows three time periods. Once I could do that, I was in control of the material. Once I could draw the map, I sort of kept looking at it to write. I eventually internalized it enough that I could just move around in that space comfortably, without looking at notes.

What’s the biggest difference between experienced and inexperienced writers?

Studies show that inexperienced and experienced writers work in different ways. Experienced writers did their work far from the deadline and under low-stakes circumstances. They use a notebook to develop big ideas, or talk a new idea through with somebody, or scribble notes on a napkin–their most important intellectual work starts far away from the version that a reader is going to see. By contrast, inexperienced writers tended to try to do everything at once in the final draft. They didn’t separate out stages of their process.

I never start the day typing, ever. I warm up with my notebook, because sometimes I just need to sit down and be like, “What am I doing?” or “Oh my God, this sucks, I’m so distracted.” That takes, I don’t know, like five minutes, before I’m ready to work more formally, sometimes more. Even if the warm-up takes a half hour, I get so much farther that day than I would if I sat in front of a blank screen for four hours.

How do you handle descriptions of long-ago events—when you can’t necessarily rely on the memories of the people you interview?

In a lot of cases, I was talking to people whose marriage had broken up, you know, or like two people who hadn’t spoken to each other in 40 years and they’re trying to remember the same thing. I tried to listen really hard for commonality. I also look for a contrast between their narratives. I also try to find the version that offers the details that are the most historically interesting. Then I see if I can corroborate those details.

How important is the title? And how do you come up with it?

I was with my editor and he told me, “OK, you need a title by Friday.” And I was like, “Cool, it’s Wednesday.” By coincidence, that afternoon I was looking through two versions of the Whole Earth Catalog, and I noticed that the statement of purpose in 1968 was, “We are as gods and might as well get good at it,” but by 1974 it had changed to include the line, “This might include losing the pride that went before the fall we are in the process of taking.”

That summed up the whole period for me, and many of the themes I was interested in exploring. Plus it looked really cool over an image of a half-built geodesic dome.

Why the Hidden Architecture Matters

People immerse themselves in stories for all kinds of reasons. They want escape or adventure. They care about the characters. They love the world of the story. They love the familiarity of a genre. Many appreciate the “moral of the story,” whether it’s subtly developed or explicitly stated.

Readers sometimes get annoyed when they hear conversations about the story’s allegories or deeper message or hidden structure. Why can’t a story just be a story? Why do academics and gurus have to spoil the immersive experience of a story by breaking it down into patterns and pieces?

Here’s a typical grouse against the analytic breakdown of stories (taken from an online discussion board):

I think some of the analysis that can go on in a classroom for literature can kill the enjoyment of a book. I mean, why does a dude traveling down the road have to be some grand allegory for man’s journey through life? Maybe dude just wanted to go to the store or something.

You could say the same for a piece of music, a painting or sculpture, dance, performance art, or comedy. As E.B. White cracked: “Explaining a joke is like dissecting a frog. You understand it better but the frog dies in the process.”

Here’s the problem with that way of thinking–and why storytellers must always strive to understand the detailed structure of writing:

If you can’t understand what makes a story work, from the scene-setting to the action to the dialogue to the conflicts to the overall arc of the piece–you’ll never be able to write or perform a great story. You’ll never understand why a reader or viewer likes The Sopranos or Succession or Harry Potter or Sherlock Holmes or Frankenstein, to name just a handful of popular stories. 

Miranda makes this point in response to Andy’s smirk in the sweater scene in The Devil Wears Prada:

Andy, the whip-smart intern for Runway magazine, is bemused by the endless conversation and debate about fashion. An aspiring investigative reporter, she has taken the job at the fashion magazine as a way to get started in journalism. But she smirks when she watches her boss and coworkers debate the pros and cons of various fashion choices. What’s the big deal?

She doesn’t understand anything about what makes a piece of fashion succeed or fail. When she buys a sweater, she just thinks she “likes” it, the way an uncritical reader or viewer “likes” a story. She doesn’t understand that her sweater was the result of countless discussions, analyses, creative exploration, A/B testing, fashion shows, and more.

So with any creative enterprise. To produce something at a high level, you must understand the deep structure of that thing. What are the necessary elements of a creation? What goes where, when, and how?

For two millennia, storytellers have started with Aristotle’s narrative arc. From there, they have followed the teachings of Shakespeare on tragedy, Jung on character archetypes, Poe on mystery, and Shelley on horror. Modern storytellers turn to Joseph Campbell on the Hero’s Journey, Robert McKee and Blake Snyder on story beats. More recently, we have benefited from John Truby’s work on genres.

Every time we write, we have to learn these architectural elements anew. Storytelling is not a paint-by-numbers operation. But over the millennia, we have learned a lot about what makes storytelling work. We have learned how to structure a story, how to rceate scenes, how to explore complex issues. Certain storytelling basics, which have evolved over time, are eternal. Follow them or doom yourself with an eminently put-downable story.

Ellen Jovin on the Strangely Universal Fascination with Grammar (And Other Topics)

If you have been in one of America’s 50 states lately, you might have seen Ellen Jovin.

In 2018, Jovin had a burst of inspiration. A lifelong grammar nerd, she decided to set up a table in Manhattan and answer questions about grammar.

Really.

Why didn’t I think of that?

Sitting at the 72nd Street subway station on the Upper West Side or near Central Park, she hung out a sign inviting passers-by to ask questions about periods and prepositions, colons and semicolons, run-on sentences and Oxford commas, and a whole lot more. Most people, of course, just walk on. New Yorkers are in a hurry, you know. But many stopped by—first out of curiosity, then with real problems to solve and arguments to press.

When she became a regular presence, Jovin got some media attention. Then she got a book contract. Then she took a 50-state tour to expose America to her passions.

Ellen Jovin is a cofounder of Syntaxis, a communication skills training consultancy, and the author of four books on language—the most recent one being the bestseller Rebel with a Clause: Tales and Tips from a Roving Grammarian (HarperCollins, July 2022). Her other books include Writing for Business, English at Work,* and Essential Grammar for Business.

She earned a B.A. from Harvard College in German studies and an M.A. from the University of California at Los Angeles in comparative literature. For grins, she has studied 25 languages. She lives with her husband, Brandt Johnson, not far from the World Headquarters of the Grammar Table in New York.

I first saw you outside the 72nd Street subway station in New York. Your popup table reminded me of Lucy’s setup on “Peanuts.” What made you think of turning writing and grammar into a public event? Is it even more than that— performance art, for example?

I never had any inclination to be a performer, so I’d say no to the performance art idea. I happen to love talking to strangers, and I love talking about grammar and language, and I was sick of being online so many hours a day. I wanted to be outside, in light and air and with people. Those were my main reasons.

What is fascinating to you about the mechanics of writing? Do you see writing as a kind of system or machine? Or is it about relationships?

I am drawn to excellent writing for its art and beauty, and I am also drawn to—and delighted by—the technical details. On complicated projects, I tend to write a whole bunch of stuff quickly, creating a big, chaotic mess many times longer than I need, and then I clean it up by going through that chaotic mess hundreds of times. When I edit my work, I suppose I am often thinking about the pieces of a sentence in a technical way, but it is so automatic that it doesn’t feel separate to me from the aesthetic qualities.

Someone recently asked me about a subject-verb agreement problem in a sentence, and I responded that it was technically correct but hard to read because the subject plus modifiers contained eighteen words—three prepositional phrases and one relative clause with a total of six different nouns and pronouns that shifted back and forth from singular to plural—so even though the verb was technically right, it was a failure stylistically. My impression is that I experience style more technically than most writers do.

Who are your favorite writers and why? How do these authors speak to you? How much is intellectual and how much is emotional?

I don’t have favorite writers, at least not now. I love so many. One of my most joyful experiences as a reader was when I was in my mid-twenties. I had just left graduate school in Los Angeles and moved to New York, and I could suddenly read whatever I wanted without having to take exams and write papers with deadlines, and I was constantly excited about it. Those first couple of years I regularly bought books on the street at St. Mark’s Place.

I read dozens of novels, many of them English-language novels that English majors might have read in college but that I hadn’t, because I wasn’t an English major. Instead I had studied German and then comparative literature. I had already done a lot of reading in various other literatures, and in English I had intentionally read a lot of works outside of the traditional canon, and I loved all of it, but there were so many books left for me to read by some of the standard big names in English literature.

It was like living in a magic land to be able to plow through book after book by Edith Wharton, all the Brontës, Dreiser, Thackeray. Thomas Hardy, George Eliot, Dickens, Jane Austen, Mark Twain, Arthur Conan Doyle, Oscar Wilde, and a whole lot of others. For a small amount of money, way smaller than the cost of a television, I could buy compactly packaged worlds of words off the street.

OK, now I am wondering if frequenting book stalls in the early 1990s made me more likely to have a Grammar Table. Never thought of that before. Hmmm.

Oh, and the feeling is both intellectual and emotional. It’s a soaring feeling of joy like the one I get when I climb a steep trail and then get to look down at spectacular scenery below.

I’ve always thought that grammar is easy—or easy enough to write well—once you care. So the challenge, in mastering writing, is to care. Just like kids easily memorize sports statistics and teenagers remember arcane song lyrics, we master what we pay real attention to. Angela Lunsford at Stanford argues that people are better writers today because they have more opportunities to find an audience. What do you think of these musings?

How delightful to hear that! I say that all the time, though I think the benefits are not distributed evenly across personality type. I personally think social media transformed my writing life. It gave me free daily outlets for creativity and a way to geek out about grammar and language with people around the world. It’s because of Facebook that I ended up in tons of online language groups, and that’s how I got sucked into too much computer time, and that in turn has a lot to do with how I ended up outside at the Grammar Table.

Even now I still love discussing language topics on social media, and Twitter and Mastodon are fantastic for language polls about usage and punctuation and grammar. One thing about the online audience: To benefit fully, you have to have empathy and enough training or innate writing sophistication that you can actually pick up on the details of reader responses and the reasons for them. It is also far from automatic that well-intentioned, thoughtful people know how not to feel devastated when other people are mean.

Regarding what you said about caring: Yes, caring is key. How you make young people (or anyone) care about certain useful topics they tend not to care about automatically is an endless instructional and motivational challenge. I always loved grammar, even when I was in grade school. It tickled my brain. I was fortunate enough to have great instruction from first grade through the end of my education, but on top of that, grammar was like the idea equivalent of ice cream for me. I just wanted it. I didn’t want to perform in school plays—I wanted to do more sentence diagramming.

What surprises you about the questions people ask and how they get invested in the writing process? Can you think of two or three strange (or just memorable) characters you have met on your travels?

I am not surprised all that often, at least not in this realm. I’ve been around a while, you know! But because I have not spent a lot of time in the South, those Grammar Table stops were among my favorite—and for me the most educational.

A man in New Orleans didn’t like that object pronouns were called object pronouns. He thought that was dehumanizing and suggested that I, as a language professional, might be in a position to do something about picking less objectifying grammatical terms. I enjoyed that.

And then there was the construction worker I met in Decatur, Alabama, who was obsessed with punctuation and apostrophes, who loved calligraphy, and who was thoroughly annoyed by people who wrote “ya’ll” rather than “y’all.” He surprised me.

So you have now been in all 50 states with your amazing road show. What do regional differences tell you about writing—about what varies and why, and also about what is the same everywhere?

People move around a lot in this country, so everywhere I went, I met people from somewhere else. Mostly people had similar questions across state borders. In Ohio I was asked about the status of “ain’t” twice—more than in any other state—and I was also asked what I meant by “grammar” more in the South than elsewhere, but I don’t make much of the former (it’s not statistically significant) or much of the latter either.

I don’t think people understood less about grammar in the South, but it would make sense if a word associated with judgmental editorial orthodoxy were approached more tentatively in a region whose dialects are often picked on by the rest of the US.

How can mastery of grammar and mechanics help people to find their own distinctive style? Do you see this with your favorite writers?

When I look at a piece of writing, I really cannot tell how the writers got there. Was that cool sentence with a record-challenging string of opening dependent clauses leading up to a single punchy, zingy independent clause thought through grammatically by the writer and intentionally structured that way? Could the writer name the grammatical elements? And how much did an editor rewrite the person’s work? No idea.

I am confident that most skilled writers feel their way through sentences rather than engage in clause-counting. That’s true for me too, most of the time, and I think it’s the way it should be. Our grammatical explanations followed language; they didn’t predate it. I just happen to like supplementing my instincts with super-geeky technical analyses. Everyone has their hobbies.

Being closer to language and more aware of language, however you choose to acquire that awareness, helps people become more themselves in writing. Getting older helps a lot too. On average, people become more likely to say what they want to say as they age. Therefore, I recommend aging.

OK, seriously: How in the world can anyone ever not use the Oxford comma? It’s bad enough that some editors disdain it. You could write that off as a personal quirk. But for style guides to ban the O-comma is unthinkable and even unconscionable. What does that tell you about human nature?

Nice try, Charlie, but you are not going to get me to stop sticking up for the people who omit it. Despite the memes and public disputes and even litigation, I remain attached to my agnosticism on this point. “I ate carrots, celery and cucumbers” means exactly the same thing as “I ate carrots, celery, and cucumbers.” I currently use the Oxford comma, and I usually like it, and I sometimes even insist on it, but this is not an issue that rouses my passion.

Is the phone ruining people’s reading experience by making it so easy to get off to read a text, search a topic, or check social media? 

Ugh, this question distresses me. I am struggling with this issue. I don’t want to discuss it publicly right now. I will come back when I am emotionally prepared to look at the damage caused to my attention span.

*Sorry, Ellen, the Oxford Comma is not optional.

Before you go . . .
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John Truby on the New Rules of Genre Writing

The idea of genre can be a touchy topic among writers.

“Don’t classify me, read me,” Carlos Fuentes groused. “I’m a writer, not a genre.”

Genre refers to a type of story–the kinds of characters, problems, places, and conflict you can expect to encounter. People look for different things in stories–and when they don’t find it, they get angry. In that sense (like a brand in business), a genre is a promise. When you buy a detective story, you expect to see a smart loner systematically figure out who had the motive, means, and opportunity to commit a crime–confronted by a cunning opponent who matches him at every turn, until the very end.

But as John Truby says in his brilliant new book, The Anatomy of Genres, a genre is not just a familiar way of living in the world of stories. It is a system. Any system–from the biological system of the body or the internal combustion engine of a car–succeeds only when each of its component parts performs its job and contributes to the larger process in a reliable way.

(To purchase The Anatomy of Genres, go to anatomyofgenres.com. For story courses and story software, go to truby.com.)

Truby lists 14 genres, in the following order: Horror, Action, Myth, Memoir, Coming of Age, Science Fiction, Crime, Comedy, Western, Gangster, Fantasy, Thriller, Detective, and Love Story. They move from the most primal issue (death) to the most transcendent (connection).

Truby offers two essential rules for genre writing:

  • Each story must use 15 to 20 specific beats, or plot events, that fit its genre. When they’re missing, the reader senses a kind of void. Storytellers who think they can reinvent narrative–who resist the conventions of genre–are in for a rude awakening. You need to deliver what people expect when they pick a story. (For an overview of the beats in all genres, go here.)
  • Every story needs to transcend its genre by offering something unpredictable and by using two or three other genres in supporting roles. A Sci Fi story can have elements of the Myth and Love Story genres, for example. Why the need for multiple genres? Modern people are surrounded by stories and get bored with overly familiar genre techniques. They need something extra to spritz the experience.

Truby’s work is primarily a guide for storytellers. But it is also a rumination of the role of stories in human life. Stories are not just accounts of people (or other creatures) doing things in an entertaining and meaningful way. Stories don’t just help us to “make sense” of life; they are not, as Joan Didion once said, “the imposition of a narrative line upon disparate images” we experience in life. Stories are not just about life; they are life. We could no more “separate” ourselves from the stories we tell and consume than we could separate the heart or the lungs from the body.

Why does that matter? Because the truest stories don’t just follow genre conventions. They tap something ineffable about human experience. That, ironically, is why the conventions matter so much. When we get them right, we are now free to discover the truths that lie deep in our minds and hearts and to somehow get them onto paper. Rules don’t restrict creativity but enable it.

To explore these issues, I talked with John Truby about his new book. An edited transcript of our talk follows.

How did The Anatomy of Genres come about?

I have taught writers for over 30 years. At times, when I talk with writers about what I do, they say, “I know all about story because I use the three-act structure or The Hero’s Journey or Save the Cat and they think that’s all they need. These approaches are fine for beginners, but they have very few practical story techniques—and almost nothing that can tell you how to write at the professional level. We’re talking about being in the top 1 percent of writers.

For me, genres are the highest form of knowledge because they tell us how the human mind works.

When I wrote my first book, The Anatomy of Story, my goal was to include all the professional story techniques a writer would need to write a bestselling novel or a hit screenplay. But the one subject it does not cover, which is the key to writing a hit film or novel, is how to write the different genres that make up 99 percent of popular storytelling today.

What about genres that makes them so important?

The answer is expressed in the subtitle: How Story Forms Explain the Way the World Works. We typically say that humans tell stories, but I believe it’s much deeper than that. Humans are stories. From birth, our mind creates our first story, and it’s the story of me. And from then on, everything I see and understand is a form of story.

Genres are different types of stories. Therefore, each genre gives us a different portal into how the world works and a different recipe for how to live successfully. For example, Horror says we live our best life when we confront our death and make amends for our sins. Fantasy says we succeed by making life itself a work of art. Each of the 14 major genres has a different approach to how to live.

If you want to be a successful storyteller, you have to express the deeper life philosophy through the plot of that genre. And frankly, most writers don’t do that.

Is it safe to say that the fundamental human problem is that we’re all going to die? Do the genres simply have a different answer to that question?

Absolutely. Horror is the first genre I explore because it deals with that question directly. It’s about how do you face your own inevitable demise. That’s something that nobody wants to face. In fact, nobody really believes it’s going to happen to them. All genres are about how to live a good life in this limited time that we have. Each genre gives a different recipe for how to do that: You will live a fulfilling life if you do X.

The genres each look at different aspects of life. Together, they add up to a comprehensive approach to understanding life.

All 14 genres not only have a very powerful and valid life philosophy; all of them are necessary for a fully rich life.

If you sequence the genres in a certain way, you get a kind of ladder of enlightenment. That’s why I start with Horror and Action at the base level and then move all the way up to the highest levels, which are Fantasy, Detective, and Love.

You could make a parallel with genres and archetypes. Archetypes show the different kinds of people in the world—and they reflect the tendencies that we all have within our own selves.

That’s absolutely right. But genres are much bigger than archetypes in terms of what they pull together into one system. The power of genres comes from the fact that they are based on the major activities of life. For example, Crime is about morality. The Gangster story is about business and politics. Memoir is about creating the self. Fantasy is about the art of living. Love is about how to live a happy life. The question is, how will we do that?

Tolstoy asked: “How, then, shall we live?” Each genre answers that question in a different way.

Exactly. And, you know, it is part of how I wrote each genre chapter. At the beginning of each chapter, I talk about each genre’s mind/action view. By that I mean, each genre expresses a unique way of thinking about the world, and each one shows how to have success, and that is the genre’s theme. Each genre combines the action side and the mind side. That makes it all-encompassing in terms of how to live.

So what are these genres about more specifically?

Horror is really about religion. Action is about success. Myth covers the life process. Memoir and Coming of Age are about creating the self. Science Fiction is about science, society, and culture—that’s why it has the biggest scope of all the genres. Crime is about morality and justice. Comedy is about manners and morals. The Western is about the rise and fall of civilization. Gangster is about the corruption of business and politics. Fantasy is the art of living. Detective and Thriller are about the mind and truth. And Love is about the art of happiness.

You don’t get any deeper or more expansive than that. And when you put all those together, you cover everything human beings do.

The sequence of genres could be arranged along Aristotle’s narrative arc, from the early basic challenge of survival to the ultimate development of the heart.

In my mind Aristotle is probably the greatest philosopher in history. Yeah, he was wrong about certain scientific things. But no philosopher contributed more important work in every major category of philosophy. He begins with metaphysics, with the process of becoming. And that’s what a story is.

My gripe with Aristotle’s Poetics is that it doesn’t give enough practical steps about how to tell a story. That’s one of the reasons I wrote The Anatomy of Story. And that’s why I wrote The Anatomy of Genres—to give writers the detailed, specific techniques they need to write a professional-level story.

We are not only a storytelling species, but also a summarizing, synthesizing, simplifying species. So one of the challenges of being a good storyteller is avoiding too many summary statements and describing specific people, places, and events in detail.

Yeah, it is. In my writing workshops, students often say, “Well, generally, this is going to happen.” But that’s not going to cut it. You need very specific actions. If you’re writing a Detective story, you’ve got to have a very specific clue that gives you a very specific reveal and then you’ve got to build on that. A great story is a series of causal links. You’ve got to be specific about what each person is doing at each moment.

Imagine how bad The Godfather would be if Mario Puzo said, “There was a big wedding in the family and a good time was had by all as Don Corleone did some business on the side.”

Exactly. And that’s the way most writers would do it. And that’s why you’ve got to be so precise in the sequence of actions you put in the story.

In any genre, there are 15 to 20 major plot beats unique to that form. They must be in that story or you’re not doing your job and the reader will be very unhappy with you. Plot is the most challenging thing for writers because they think in terms of individual moments in the story. No, it’s all about stringing together a sequence of events—which are driven by the opponent.

How do you do that?

Start with the opponent’s plan to defeat the hero. That might be the most important technique for creating a plot.

Take the Love genre. Realistically, a love story should take about 10 minutes. You’ve got two people who are attracted to each other. The rest is negotiation. But for a movie, it’s got to last at least 90 minutes. So how do you do that? Start with the opponent—and in a love story, the main opponent is the object of desire.

Back to the importance of action—lots and lots of beats. How do all these beats hang together?

Each individual beat means nothing without being part of 15 to 20 other beats. The beats in all the genres have been worked out in great detail over decades, sometimes centuries or even thousands of years. So you need to know the sequence of 15 to 20 beats for the genre you’re writing in.

But the real key is how you transcend the genres. Otherwise, you’re telling the same story that everybody else in that genre is telling. You’ve got to tell your story in a unique way.

How do you do that?

It means executing the individual beats in a way that we haven’t seen before. More importantly, it means expressing the life philosophy through the plot beats. And that’s the area where writers go wrong. The most underestimated element of storytelling is theme. Writers are terrified of theme. They’ve heard the old rule that if you want to send a message send it Western Union. So, to avoid hitting the theme on the nose they avoid theme entirely. It’s one of the biggest mistakes you can make. You need to express theme under the surface, through the structure, through the plot beats. If you’re not expressing the life philosophy of that genre, you’re getting one-tenth of the power of your story.

Genre is often described as a promise to the reader. When you pick up a Western, you can rest assured that you will get all the elements that have always made you enjoy a Western. Likewise, the character’s expression of a life philosophy is another kind of promise.

That’s the promise that most writers don’t know. They know that genre is a plot system. What they don’t know is that it’s also a theme system. The challenge is to express the theme through a complex plot.

Are there some tricks to express the theme with action? Let’s try an example. Imagine a couple of friends playing pickup basketball and one of them is overly aggressive and the other one is focused on style. And the aggressive guy beats the style guy and says, “See, that’s your problem, you were too concerned about strutting around, so you lost.” So in this case, you could build the theme into the action and dialogue.

Yeah, but the dialogue should be minimal. The theme should be expressed through the action and structure. And that brings us to another point, which is that one of the ways you transcend the genre is to mix genres. You need to combine two, three, even four genres. Each genre has 15 to 25 plot beats. When you combine that with two or three genres, you separate yourself from the rest of the crowd.

If you just mashed together three genres, that could be a mess—and disorienting. Somehow, you need to control your use of the different genre beats.

If you don’t know how to mix genres, you get story chaos. That’s why you have to choose one genre to be the primary form. That provides your structure—your hero, your main opponent, the key desire line, and so on.

Then you grab the beats from the other genres and mix them in—but only when they work with the main genre. If the minor genres come into conflict with the main genre—and many do, since they’re different approaches to handling the same problem—you stick with the plot beat of the major genre.

So your main genre is your North Star. You use the other genre beats when they strengthen the thrust of the main genre.

Exactly. And there are a lot of things that determine the main thrust of your story. But the most important one is the hero’s goal. And so whatever you can attach to that spine, to that goal, you want to use that.

Can you give an example of a great story that uses a major genre but is also supported by other genres?

In The Godfather, Mario Puzo combined Gangster with Fairy Tale and Myth. It’s actually three story forms blended together, with the structure revolving around the father and his three sons. That’s a Fairy Tale technique: the three sons. Each son has a different set of traits and characteristics. You see how each one responds and only the third one has the right combination of traits to be a successful godfather. If you were writing a typical gangster story, you’re not going to come up with The Godfather. It’s unique to Mario Puzo.

Francis Ford Coppola could not have created a movie like The Godfather without the massive level of detail in the novel. The worst writing mistakes get made—the worst cliches happen, the worst stretches of boredom happen—when you don’t have enough raw materials. You need a pile of details and moments and possibilities to create a great story.

That’s why Hollywood prefers to start with a novel, because it’s a lot easier to condense a novel and get a really dense plot in a film. When we think of The Godfather book, people think of it as just pulp fiction. No, this is a great book. This thing is brilliant. And I have learned so many lessons of storytelling from reading that book and watching that film.

You’ve got to have specific details at every level of the story. Only when you have those kind of details can you then sequence them together into an overall story, where the whole is greater than the sum of the parts. Many writers simply do not understand the connection between the detail level and the master scheme level.

Do you have any favorite genres?

I love all these genres. In writing this book, I gained tremendous love and respect for the genres that I didn’t really care about. Each genre gives you this portal to different activities of life. But even though I love all the genres, the ones that I love the most are the Western and the gangster.

The Western is about the rise of the American Dream and Gangster is about the corruption of the American Dream. The Western is completely inaccurate historically, but it’s not about real history. It’s the American Creation Myth. The Gangster is the best expression of how the real world works now because it focuses on the corruption of business and politics.

The Gangster form is the closest genre to the Great American Novel, which explores how America has failed to meet the ideals expressed in its creation documents, the Declaration of Independence and the Constitution. The Great Gatsby is a transcendent Gangster story. Mad Men is basically a modern-day Great Gatsby. Both main characters create a new identity from a lie. They both express the basic American ethic that you can be whoever you want to be.

Mad Men, by the way, is one of the five best TV dramas ever made—just a massive work of art, one of the great American epics ever written.

Mad Men’s first episode tells you everything you’re going to experience in the show. Matthew Weiner knew where he was going to go. He knew the final scene of the series the whole time.

That’s one of the keys to writing a transcendent work in TV—having a sense of the overall track of the main character’s development from the very beginning. Breaking Bad was the same way.

So your two favorite genres are the Western and Gangster. They both explore the American Dream. If you were French, would they still be your favorite genres?

I grew up with the Western, which expressed that whole conception of the American ethic, which is incredibly positive and empowering. When I was a teenager, I encountered the four great anti-Westerns: The Wild Bunch, McCabe and Mrs. Miller, Butch Cassidy and the Sundance Kid, and Once Upon a Time in the West. They are the Gangster versions of the Western. They are about the fall of the American Dream.

Seeing these films was a major turning point in terms of my understanding of the potential, the philosophical power, you could have from a Hollywood feature film.

Movies do something that no other art form can do, which is they get us out of the utter wordiness of life. We have the tendency anyway to overly simplify things. Images get us to be in the moment.

Images are obviously central to modern storytelling. But one of my bugaboos is the idea that that film is a visual medium. Yeah, it is. We see a screen with images. But that’s not what people respond to. Film is a story medium. This is why I find the idea of the auteur theory one of the dumbest things ever. No, film is created by the writer. It’s the writer creating the character, the plot, the structure, the theme, the symbols, the dialogue, all the stuff that the audience is responding to.

If film was just a visual medium, we should say that silent film is the greatest film we’ve ever seen. But there’s a real advantage to talk. That’s why talkies got to be so popular so fast. People also say, well, you got to express ideas visually. Yeah, well, that’s true of any story: “show don’t tell.”

Look at Casablanca. If we were judging it based on the visuals, we would say that thing’s terrible. But it has probably the greatest dialogue in the history of film. When people say a picture is worth a thousand words, I always say a word is worth a thousand pictures. Words are what give you texture. Words are how we know that that person is a unique from everyone else.

Truman Capote once said that “all literature is gossip.” People are whispering about somebody else, often in a very judgmental and a prurient way, in secret. In that sense, the best stories feel like eavesdropping. You weren’t supposed to see Don Corleone in that room—that’s a private thing and you weren’t invited. You often say that stories are portals into different worlds, where you have no business being.

Right, the portal gets us past the public facade. Stories are about the private, where people have the most painful moments and experiences with each other. This is something we don’t talk about in public because it’s often painful and embarrassing. But that’s what stories allow us to do.

We all have secrets. Because they’re secrets, we don’t want anybody else to know what they are. But stories can get at them. If stories were only about what people do in public, they would really be boring. So in a way, the best way to think of stories is they capture the things that nobody else wants to let you see.

So, shifting focus, I was wondering if you ever feel “storied out.”

It’s just the opposite. When I watch a movie, I am absolutely entranced—unless the writer screws up. That’s what breaks my suspension of disbelief. And then you’re out of the story. But when I see great storytelling, it’s a totally enriching experience. I’m fascinated by the techniques the writer used to get those effects and how they applied the technique to their particular story problem. And then how that illuminates the way life works and how the human mind tries to make its way within it.

I sometimes liken it to sports. Let’s say you watch football. If you don’t know much about football, it just looks like a mass of bodies jammed together, and they just do that up and down the field. That’s boring. But if you know what’s happening, you are literally able to see the details as they happen. You can see, oh, that right guard is pulling, the defensive end did a trick maneuver to get to the quarterback, et cetera. You get into what’s happening structurally, under the surface.

This is why my approach to story has always been about structure. What’s most fascinating is there’s the surface of what’s happening and there’s the deep structure of what’s really happening and why. It’s getting to the deep causes that I find absolutely fascinating. And the reasons for it happening are often very different than we really think.

Can I ask about our current political situation? We have all these performance artists running around, lying, avoiding issues, breaking the law. It’s really the Gangster stage of our development. And a lot of what these gangsters and liars are doing is creating fake stories. So the key thing about being able to put on your story analysis hat is that you’re able to see through that.

With the rise of information technology, the ability to divide image from reality has never been greater—which means the ability to lie has never been greater.

So how do you deal with it? What genre can help us to separate truth from lies?

To me it’s the Detective story. It’s about asking questions, looking at evidence and using methodology. We can never get the whole truth. But you can get to some degree of truth that is not a complete fabrication. And that’s why the detective form is so valuable. I consider it the most important modern genre. Few of us are action heroes. But we can all learn how to look for the truth. The detective story tells us how. Science itself is a detective story.

Robert Caro, the great biographer of Robert Moses and Lyndon Johnson, once said something to the effect of, “I don’t know what truth is but I do know what facts are. And facts can add up to some amazing insights.”

And it is something that everybody is responsible for. I don’t think people take nearly as much responsibility for it as they should. If we don’t do it, the larger system is going to collapse.

If we don’t take control of the detective narrative, if we don’t play our parts, so to speak, then you’re going to let the bad guys write their own horror stories, gangster stories, action stories and myths.

With the possible exception of the Love story, there’s no story form more important to our success, not to mention survival, than the Detective story.

Given the importance of the detective story, is there an ideal detective?

The model for the detective, and the most brilliant of all detectives, is of course Sherlock Holmes. He is one of the most influential, if not the most influential, character in modern storytelling.

But there’s no way I’m going to be able to meet somebody for the first time and know that he was in Afghanistan and that he’s a doctor, et cetera. So in terms of the detective’s fact-finding mission, is there another one? I was I was going to say Woodward and Bernstein …

Sherlock Holmes works from the ground up. It’s not just that he’s a genius. It’s his observations that help to solve the case.

Observations about the dog that didn’t bark in the night.

Right. Sherlock Holmes is the master of starting with the facts, starting with the clues, with the specific physical evidence, and then slowly but surely generating a larger theory, a larger story of what truly happened. And that is the methodology. We need to use methodology to get away from these divisive ideologies. Too many are so trapped by their own ideology, they can’t see basic facts.

And looking is a very hard thing to do. Most of what I see, I’m actually constructing in my brain, based on my experiences and my predictions.

Absolutely right. One of the things that was so fun about writing the detective chapter was to look at all the things that prevent us from being able to see ourselves because of the ideology that we’ve created since childhood. Our stories allow us to see only certain things. Humans are pattern-making animals. But it amazes me how often the pattern people put together is complete nonsense.

We all have stories of our own lives and those stories are usually wrong. So the key, whether you’re a storyteller or reader or just a person trying to lead a decent life, is developing the ability to reject the stories that don’t actually pan out.

That’s what the Memoir genre does. In a memoir, you look back and see the story you created for yourself to help you survive. But those stories were full of errors. You created them when you were young. Or you were given them and you bought into it because it came from dad. So the great question of memoir is: How do you create a new story that allows you to have a better life in the future?

Before you go . . .
     • Like this content? For more posts on writing, visit the Elements of Writing Blog. Check out the posts on StorytellingWriting MechanicsAnalysis, and Writers on Writing.
     • For a monthly newsletter, chock full of hacks, interviews, and writing opportunities, sign up here.
     • To transform writing in your organization, with in-person or online seminars, email us here for a free consultation.

Seminar on Business Writing

Writing is writing. The kinds of skills you need to master writing in journalism, fiction, or academia are the same skills you need in business.

Except . . .

Business professionals face unique challenges as writers. They usually write to produce results, not just to inform audiences or express ideas. They often use specialized language, with technical meaning, but must also connect with general audiences. Finally, professionals also operate in a pressurized environment where the priority is to produce on other, non-writing tasks.

Therefore, any good program for business writing must do two things: (1) Master the core skills and techniques of writing, which apply in all fields. (2) Adapt those skills to the unique context of professional life.

That is exactly what this seminar does. With clear, step by step guides and examples relevant to your everyday life, we explore the dimensions of writing in business, government, and nonprofit organizations.

We pay special attention to the specific kinds of documents you need to produce. Before meeting, we get an inventory of the major documents in your organization and identify its special form and style. We also provide specific techniques to apply what we learn to your work—right away, as soon as you return to your desk.

The result is a program that will improve your efficiency and creativity not just as a writer, but in all you do.

This seminar will:

  • Show you the core skills of great writing in all fields—and adapt those skills toi your challenges as a professional.
  • Use your actual documents—in draft or final form—to show how to use the elements of writing for all challenges.
  • Provide a checklist of all t=of the considerations for all professional writing challenges.
  • Offer a strategy to deploy your new skills and understanding … as soon as you return to your desk.

Course Overview

  1. The T Bar—Why Writing Power is Business Power

Most companies—especially in technical, specialized fields or with large corporate structures—focus on their “verticals.” But whatever your mastery of the verticals, you also need to connect across the silos. McKinsey Consulting uses the T-shaped organizational structure to describe how. The horizontal bar of the T represents the connections between the divisions. When a business can provide the depth of expertise of the I’s—and then connect those I’ s with good, smart communication—the company has a chance to do extraordinary things.

  1. One Simple Technique to Transform Your Writing—Right Now

The Golden Rule of Writing provides a simple and intuitive hack for all levels of writing: the sentence, paragraph, section, and whole piece. Using the Golden Rule—with the help of the Landscape View—provides a process for you to gain control of your writing and to “burn” good writing habits into your brain.

  1. ‘One True Sentence’—How to Get it Right, Line by Line

The sentence is the single most important unit of writing. If we can write great sentences, every time, we have a chance to write great paragraphs and whole pieces. The sentence begins with a simple core. But to gain real power, you need to master the “hinge sentence.” Also: In professional settings, writers need to be on the lookout for wordiness and jargon.

  1. Writing Stellar Paragraphs with Buckets and Tabloid Headlines

The paragraph is the most neglected element of writing—and it shows. Too many paragraphs ramble without purpose or focus. In this unit, we will use the concept of the “idea bucket” to stay focused. Using the Tabloid Headline and Landscape View, we’ll gain mastery of the second most important unit of writing.

  1. Finding the Right Shape: Blueprints for All Pieces

Writing a great piece requires finding the right shape. The eternal structure of all communications is the story. But how does that work? And what are the variations on this theme? What are the different “shapes” of pieces? How can we adapt this core structure to different kinds of writing? Can we use simple blueprints to structure our work?

  1. Editing With Focus, from Big to Small

“Write with your heart,” Hemingway once said, “but edit with your head.” Most writers struggle with editing because they try to do too much at the same time. In this unit, we explore how to break editing into stages to focus on one challenge at a time. With techniques like the Landscape View, Tabloid Headlines, and Clutter Cutter, we can create the focus we need to do it well.

  1. Getting the Right Style—What You Have in Common With George Clooney, the Williams Sisters, and Stephen Curry?

Style is the unique expression of an idea, often with surprising and delightful flourishes. But in all fields—art, music, architecture, and even science and business—style requires mastery of the basics. Using a process we call “stacking” —and building on the skills from our unit on sentences—we will explore how to transform the simplest elements of writing into your own distinctive style or brand.

Following Up

Learning is never enough. What really matters is how you apply what you learn. This seminar is designed to give you a clear plan of attack—whatever you want to do as an organization or department.

Seminars for Storytelling in Business

Seminars for Storytelling in Business provide the core skills for connecting with people inside and outside the organization.

Research shows that people evolved as a narrative species. We pay the most attention–and learn and engage more powerfully–when we hear and tell stories.

Amazingly, you can “storify” writing in all fields (business, government, nonprofits, education), in all documents (emails, web copy, reports, proposals, and more), and at all levels (sentences, paragraphs, sections, whole pieces).

This seminar will:

  • Explore how storytelling could enhance the communications of your organization with your own people, clients, vendors, customers, and others.
  • Show how to develop characters to create empathy with audiences of all kinds—even for documents that do not have any obvious characters.
  • Demonstrate the essential elements of storytelling, building on Aristotle’s three-part model of drama and modern research on the brain and classic stories.
  • Apply those skills to business writing and communications, from emails and web copy to reports and other major pieces.
  • Engage students in storytelling exercises, as a group, to start to “burn” storytelling skills into the brain.
  • Provide useful templates/blueprints for using stories in different documents.

Course Overview

A great story can engage employees, build loyalty among customers, and strengthen the culture of an organization. No matter the goal, strong leaders know how to harness the power of stories to their advantage.

This course explores the value of stories, reasons to use them, methods for collecting tales, narrative patterns, character construction, and delivery skills. During this session, participants will also learn how to plan a story inventory and begin building a library of narratives.

The group will also learn the art of story spawning and the importance of story hearkening. By the conclusion of the workshop, those who attend should understand how to leverage their stories and others’ stories for a variety of purposes.

Workshop Outline

  1. How Stories Engage Everyone, From the Biggest Clients to the Newest Hire

It’s a truism that humans evolved as a storytelling species—that a great narrative can engage audiences emotionally. But it’s deeper than that. The narrative is the most basic form of thinking. Every day, we have 50,000 or more thoughts—and they take the form of mini-narratives. If we understand a basic 1-2-3 structure, we can master the art of great sentences, paragraphs, sections, and whole pieces.

Group activity: Explore the three-part structure of all perception and thinking, writing and storytelling. In a “one-minute presentation,” you will learn to tell your three-part story on the spot.

  1. Before and After—Reverse-Engineering Bland and Narrative Passages

Stories are not just “one damn thing after another,” as an eminent historian once commented. It’s not enough to record a series of actions or events. Stories are sequences with change and meaning.

Group activity: Compare a set of passages—some simple and bland accounts of events, others full-fledged stories—and identify and dissect the specific maneuvers that make stories stories.

  1. Finding the One Idea—Discovering What Story You Might Want to Tell

Stories are usually about lots of people and events. But they need to converge on a single idea, or else you will alienate the audience. Hollywood uses the “logline”—a short and simple statement about a story’s setup and delivery—to capture the essence of a movie. Sometimes we can’t know the “One Idea” of a story till after we have written it and struggled to find its meaning.

Group activity: Explore a process for moving from a jumble of ideas to a coherent, clear, compelling idea that will drive the story from the first word to the last.

  1. ‘Everything Begins With a Character’—Why People Love Characters More Than Anything Else and How You Can Give Them What they Want

All good storytelling begins with character. A good character evokes the empathy and concern of the reader, making the reader a hidden part of the story. Rendered well, characters not only lead a story but also dramatize and explain key ideas.

Group activity:  Develop a compelling character out of thin air. Moving around the room, we will create a “dossier” for a character. By creating a character, we will take a major step toward building a whole story.

  1. Creating a Dynamic Narrative Arc—In Everything You Write

Two and a half millennia ago, Aristotle identified the key elements of a story. In our time, neuroscientists and business mavens show how these elements affect the reader as she goes about her day—working, learning, caring for family, shopping, playing, and more.

Group activity:  Dissect a mini-narrative from film. We will block out the beginning, middle, and end. Building on the basic story structure, we will boost the story’s power with specific moments that define characters and struggles and move the story forward to its inevitable conclusion. We will use blueprints for specific business pieces that use these story moments.

  1. Story Moments—Structuring a Great Explainer, Post, Proposal, Pitch, and More

Big Data on stories—concerning takes from Sophocles to Succession—show that stories succeed best when they use about a dozen key “moments.” These moments can be found in the best ads, blogs, sales copy, pitches, and more. The challenge is not just to use these moments, but blend them seamlessly into the piece.

Group activity: Consider a series of ”fact sheets” on issues of importance to the organization. From these, we will create powerful and dynamic stories that reveal the essence of the issues at hand.

  1. Thinkfast—Make a Story Out of Mush, Instantly

The world, as William James once commented, often seems like “a blooming and buzzing confusion.” As noted at the beginning of this seminar, the brain automatically organizes this confusion into a coherent narrative. To succeed, we need to take control of the narratives of our work and lives.

Group activity: Work with a series of “fact sheets” on issues of importance to the organization. From these, we will create powerful and dynamic stories that reveal the essence of the issues at hand.

By the end of this course, those who attend should have a solid grasp of the power of storytelling in business and how as leaders they can develop and deliver narratives to achieve wide-ranging goals.

Following Up

In this seminar, you will learn a full suite of skills and techniques to “storify” all of your writing in your organizations—from emails and web copy to reports and proposals and RFPs … even speeches and presentations.


Photo by StockSnap

Can We Dispense the Myth about King’s ‘I Have a Dream’ Passage?

Every time we commemorate the life and legacy of Martin Luther King, we talk about the co-called “I Have a Dream” oration at the March on Washington on August 28, 1963.

The speech is certainly worthy of the praise, as I explore in my book Nobody Turn Me Around. Some other King speeches were probably better. To me, the most profound was his Riverside Church speech against the Vietnam War in 1967.

But a myth has grown that King’s dream passage was a riff. The myth goes like this: Toward the end of the speech, the gospel singer Mahalia Jackson called out: “Tell them about the dream, Martin!” King did not prepare to talk about a dream. But, prompted by Mahalia, King gave one of the greatest prose poems in the history of American rhetoric.

The only problem with that story is that it’s not true. In fact, King worked on the dream passage the night before the March on Washington. He debated whether to use the passage the night before with Andrew Young and Wyatt Tee Walker. When Young and Walker left for the night, King practiced the passage in his hotel room.

For my book Nobody Turn Me Around: A People’s History of the 1963 March on Washington, I interviewed three people who were with King the night before, as well as a man who stayed in the room next to King’s. In this excerpt from my book, I explain how the “dream” passage actually happened.

Origins of the ‘Dream’

A passage from Nobody Turn Me Around: A People’s History of the 1963 March on Washington, by Charles Euchner, published in 2010 by Beacon Press:

King had spoken about a dream for months. At a mass meeting in Birmingham, he sketched out a vision of an integrated society, concluding, “I have a dream tonight.”

The Bible talks of dreamers. The book of Joel teaches that “your old men shall dream dreams, and your young men shall see visions.” In Genesis, Joseph dreams of what will happen in the future, and his father, Jacob, rewards him with a coat of many colors. In Egypt, Joseph lands in jail, where other inmates tell their dreams. When the Pharaoh learns that Joseph has interpreted those dreams, he asks Joseph’s advice.

The “American Dream”—that dizzying collection of images about family and community, flag and sacrifice, immigrants and ancestors, prosperity and ever-expanding inclusion—was a standard trope. King referred to it often.

SNCC and CORE organizers also talked about a dream as they worked in the Deep South. When King visited the site of a church burned to the ground by the Ku Klux Klan in 1962, in Terrell County, Georgia, a student named Prathia Hall started saying, “I have a dream,” trancelike.

King sometimes hesitated to talk about dreams because he feared those dreams turning into nightmares. He read Langston Hughes’s 1951 poem “Harlem,” which asks what happens to a dream deferred. “Dreams are great, dreams are meaningful,” King said. “And in a sense all of life moves on the wave of a dream. Somebody dreams something and sets out to bring that dream into reality, and it often comes in a scientific invention, it often comes in great literature, it often comes in great music. But it is tragic to dream a dream that cannot come true.” King understood the dangers of dreams.

Always, King remembered the dreamlike state that strengthened his own commitment to God, back during the Montgomery bus boycott. Late one night, King answered the phone and heard a profanity-filled diatribe: “Nigger, we are tired of you and your mess now. . . . If you aren’t out of this town in three days, we are going to blow your brains out, and blow up your house.” Unable to sleep, King sipped coffee. Where does that hatred come from? Why is it so powerful? How can it change?

“And I discovered then that religion had to become real to me and I had to know God for myself,” King remembered later. “And I bowed down over that cup of coffee. I will never forget it. And . . . I prayed a prayer, and I prayed out loud that night. I said, ‘Lord, I’m down here trying to do what’s right. I think I’m right. I think the cause we represent is right. But, Lord, I must confess that I’m weak now. I’m faltering. I’m losing my courage. And I can’t let the people see me like this . . . because if they see me weak and los- ing my courage, they will begin to get weak.’”

At that moment, King heard some inner voice: “Martin Luther, stand up for righteousness. Stand up for justice. Stand up for truth. And lo I will be with you, even until the end of the world.”

That was King’s dream.

Two months before the March on Washington, King led the Great March for Freedom in Detroit. The United Auto Workers organized the demonstration as a trial run for the March on Washington. That march brought out a hundred thousand people—two hundred thousand, some insisted—who walked down Woodward Avenue.

King told the crowd at Cobo Hall: “I have a dream this afternoon.” He de- scribed the dream . . . that one day the sons of former slaves and slave owners could “live together as brothers” . . . that white and black children “can join hands as brothers and sisters” . . . that “men will no longer burn down houses and the church of God simply because people want to be free” . . . that “we will no longer face the atrocities that Emmett Till had to face or Medgar Evers had to face” . . . that his four children will be “judged on the basis of the content of their character, not the color of their skin” . . . that “right here in Detroit, Negroes will be able to buy a house or rent a house anywhere that their money will carry them and they will be able to get a job” . . .

That day in Detroit, people cheered wildly. The theme resonated, more with each refrain. “Yeah!” the crowd shouted. “That’s right!” “I have a dream!”

But the Detroit speech had a clunky feel. And the dream passage consumed four minutes. The speech in Washington was supposed to last only seven minutes. Roy Wilkins, the head of the NAACP, threatened to turn off the microphone if King spoke for more than ten minutes. If King talked about the dream, he wouldn’t have time for much else.

King asked Wyatt Walker and Andrew Young what they thought.

“Don’t use the lines about ‘I have a dream,’” Walker told King. “It’s trite, it’s cliché. You’ve used it too many times already.”

Young agreed. King looked up but said nothing.

Years before, King came up with the refrain “Give us the ballot” for hi speech for the Prayer Pilgrimage for Freedom. He showed it to Bayard Rustin. “Martin, the mentality of blacks today is not that they want to be given anything,” Rustin said. “They want to demand.” King agreed, but decided to keep the line. “It just rolls better for me,” he said.

In the room next to King’s at the Willard Hotel, Harry Boyte lay down in a sleeping bag on the floor. His father had recently begun work as the office manager of King’s Southern Christian Leadership Conference. Harry joined his father in Washington before starting college at Duke that fall.

As he drifted to sleep, Harry heard a booming baritone from the next room. Over and over he heard the same words: “I have a dream . . . I have a dream . . . I have a dream . . .”

“He must be practicing his speech,” young Harry Boyte thought.

Before you go . . .
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Why Do Politicians* Talk Like This?

Liz Cheney has risked all to uncover the truth of the January 6 insurrection at the Capitol. A month before her Republican primary in Wyoming, she is 20 point behind her Trumpist opponent. Once a darling of the Right, she is now its most bitter foe. She faces the ugliest attacks, including death threats, because of her mission to expose You-Know-Who’s role in the attempted coup.

In her statements and questions as the vice chair of the January 6 committee, she is clear and direct. She also knows how to create a cliffhanger and throw shade.

But she talks like this when interviewed:

Jake Tapper of CNN: If you end up losing your job in Congress because of your work on this committee, it will have been worth it to you?

Liz Cheney: There’s no question I believe that my work on this committee is the single most important thing I’ve ever done professionally. It is an unbelievable honor to represent the people of Wyoming in Congress. And I know that all of us who are elected officials take an oath that we swear to God to the Constitution and that oath has to mean something. And that oath means that we cannot embrace and enable a president as dangerous as Donald Trump is. And my obligations and my responsibilities on this committee are to ensure that we understand exactly what happened so that we can establish legislation and recommendations to help ensure it never happens again.

Cheney answers the question. She says what she means. She does not equivocate. But she takes 114 words to do it. That’s almost half of a double-spaced page of type. If you break it into four sentences, that’s 28 words per sentence. Research shows that people understand best when sentences average below 20 words in length.

Worse, the response is as lively as lead. There are no sensory words — no words that evoke sights or sounds or texture.

Why do politicians do this? Who do bureaucrats and corporate people do this? Why do intellectuals do this?

I can see six possible explanations, not mutually exclusive:

  • Orwellian obfuscation: This is the most obvious explanation in official-speak but does not apply here. In 1984 and “Politics and the English Language,” George Orwell warned about the tendency of people holding or seeking to cover up the truth with circumlocutions as well as outright lies. Any time someone faces some uncomfortable situation, they try to talk their way around it. Most famously, Bill Clinton claimed he “didn’t inhale” when he was a college student trying pot. In a sense, Clinton didn’t have any choice but to dance around the topic. Self-righteous pundits, politicians, ministers, and moralizers treated smoking pot as a disqualifying action. Douglas Ginsberg, remember, lost a seat on the Supreme Court solely because he smoked pot while a member of a university faculty. So it’s understandable when public figures dance around inconvenient truths. But when it becomes a habit–when every public utterance is processed by the Truth Obfuscation Machine–it’s a dire problem.
  • Thinking while talking: Politicians talk all day, under the glare of TV lights and with opponents waiting in prey nearby. They are expected to produce an answer to every question, without thinking through the words they will use. Oh sure, they can fall back on previous utterances and talking points–and they do. Still, it can be overwhelming to speak continuously. They have to start their answer before they think through how to answer. They can’t pause for five or ten seconds or the interviewer will begin to press them. Five seconds is an eternity on TV.
  • Hedging while being emphatic: Public figures want to be stalwart and provocative in their pronouncements. They want to appear not only knowledgable but also strong. They want to stake out strong claims. There’s no room on TV for the mealy-mouthed. So so they proclaim and declare and challenge and pronounce–emphatically. The desire to be bold runs into the wall of wanting to be safe. So she talks about the “single most important” and “unbelievable honor” and “swear to God,” but buries these emphatics in a mush of bureaucratese.
  • Holding the floor: On TV–and in the other forums where politics, media, and egos converge–you always risk losing the floor. So Liz Cheney uses the technique that her droning father Dick used: Just speak without interruption till you’ve made the points you want to make. The point of Sunday talk shows is not to deliberate or debate or reconsider anything; it’s to leave with soound bites that get coverage in the media. Who cares if it’s lost in a bog; it’s still there, fodder for friends and foes alike to use in the next round of argument and posturing. Therefore: speak till you drop your talking points.
  • Living in abstraction: Politicians, technocrats, academics, and (shame on them) journalists live in a world of abstractions. They talk about “the American people” and “public opinion” and “the narrative” without any real care for the flesh-and-blood people and issues that make up those categories. If you live in a world dominated by fundraising, polling, gerrymandering, and talking points, the human element gets buried. Pols try to fight this with their anecdotes: “Just last week in Dubuque, I met a farmer named Ned struggling to pay for seed…” But it’s still lifeless and bloodless.
  • The long game: The best-case scenario is that Liz Cheney is channeling Ike. President Dwight Eisenhower was famous for his bland and meandering speech in press conferences and other public appearances. But behind the scenes, as Fred Greenstein shows in The Hidden-Hand Presidency, he was sharp and concise. He used bland Ikespeak to lull the public (and his opponents) to sleep. Ike cared more about his agenda than winning praise for cleverness. Maybe that’s Liz Cheney’s game, too.

So how might Liz Cheney have done a better job answering Jake Tapper? Try this:

Jake Tapper of CNN: If you end up losing your job in Congress because of your work on this committee, it will have been worth it to you?

Liz Cheney: Oh, God yes. No job is worth endangering the Constitution. Donald Trump is a walking, talking threat to everything I care about. Look, I love representing Wyoming in Congress. It’s an amazing honor. But Donald Trump is the greatest danger to American democracy since the Civil War. The January 6 Committee must make sure he never gets close to the White House ever again.  That matters more than my job.

This response is 70 words in eight sentences–an average of 8.75 words. Each sentence is punchy and direct. She does not lose the audience in a long drone of bland and abstract language.

Whatever the reasons for Liz Cheney’s manner of speaking, she and other public figures would do better to speak with greater clarity and verve–not just for their own cause, but for the larger cause of truth and honesty. If you lose a little wiggle room or deniability along the way, so be it. In the long run, direct language will produce a better payoff for your cause and for your own state of mind.

*Not just politicians. Other public figures, too, as well as academics and professionals in all fields — anyone, in fact, with something to gain and lose with their speech. More than we would like to admit, the rest of us follow these models of speech. *sigh* 

 

 

 

Paco Underhill on Shopping, Observing, and Writing

Paco Underhill, the son of a diplomat, turned his liabilities as a boy into his greatest assets.

Underhill grew up on the move as his father took new postings with the State Department. Living in Poland and Malaysia, he did not experience the retail riches of Western life. Partly because of his itinerant life and partly because of a childhood stutter, he learned to observe his surroundings carefully.

He developed those powers of observation even more acutely as a city planner, working for the Project for Public Spaces under the direction of the legendary William (“Holly”) Whyte. Underhill then created a consulting firm called Envirosell that analyzes how people use stores, museums, and other public and private places. Using direct observation, time-lapse photography, interviews, and data, Underhill and his team identify ways to make the shopping experience more engaging to users and more lucrative to retailers.

Since its founding in 1986, Envirosell has worked in 50 countries and with more than one-third of all Fortune 100 companies. He has worked in all sectors, in virtual as well as brick-and-mortar environments.

Underhill’s new book How We Eat offers a friendly guide not just to the shopping experience, but also to the larger issues of food, e.g., organic versus mass farming, small versus supermarket buying, home cooking versus prepared foods, and varieties of diets and eating traditions. Like his previous books—Why We Buy, Call of the Mall, and What Women WantHow We Eat offers insights into the everyday design decisions that shape human behavior.

Winston Churchill once remarked: “First we make the buildings, then the buildings make us.” Underhill offers a methodology for remaking the spaces of our lives. The $1 trillion food industry makes us, for sure; but with the right insights, we can also redesign the systems that produce and sell food

Underhill, a graduate of Vassar College, lives in New York City and Madison, Connecticut.

You started your career as a city planner and analyst—using time-lapse photography to track how people behave in public spaces. How did that come about?

I went to Columbia for a summer and in one of my classes heard a lecture by Holly Whyte. As I walked out, I thought, “Man, this is so cool.” It was a way to observe people and understand how the built environment worked. It made complete sense.

After I heard him lecture for 45 minutes, I knew what I wanted to do. And then I ran my own study. I looked at a pedestrian mall in Poughkeepsie and how the street furniture and signs worked. Then I knocked on his door: “Hello, you don’t know me, but I just did this…” That’s how I got my first job. That’s when the Project for Public Spaces was just launching. I became the first staff member. One of my first jobs was working at Rockefeller Center.

Holly Whyte was a magical guy. He had a gift of gab. I saw him entrance people at least 100 times after that first lecture. I learned about how he wrote and presented himself.

How did you make the transition from city planning to retail analysis?

I was a junior member of a crew that would go to different cities and look at traffic patterns and rewrite zoning ordinances. I was on the roof of the Seafirst Bank building in Seattle, 60 stories up, and there was a stiff wind blowing. My job was to install cameras and I could feel the building rocking. I did what I had to do, but I would rather have a job where I don’t have to go into the roofs of buildings.

A week later I was in a bank and getting madder by the moment and realized that the same tools I used to explore cities, I could use to understand a bank or a store or an airport or a museum or a hospital and deconstruct how they worked. I had never worked in banking or retail or even took a business course. But I knew something about how to measure how people move. It also helped that I came to it with a certain degree of freshness.

A lot of observations seem obvious after the fact—but they are fresh insights at first.

One of my jobs was analyzing a Burger King and its new salad bar. It was in the early 1980s in Miami. Yes, my job was to look at the salad bar, I was going to look at the entire pad. There were so many things that were painfully obvious, but to the marketing research team, were just completely new and different. When a man walks into a Burger King, the way he chooses a table is different than the way a woman does it. We tracked who parks in the lot and who goes through the drive-through. If you drove a Cadillac, you would use the drive-through. That’s obvious but no one had noted it before.

There are implications in terms of design and management. I started with restaurants, then worked on hardware stores, music stores, fashion, then food. I was able to come up with [store design changes] that someone could do in a week or two or even overnight. Business in those days was focused on strategy—McKinsey, Boston Consulting Group. I was able to say, “Here are five things you can adjust and make a difference.”

Some of it was comic. The first hardware store, I said the brochures are in the wrong place. They let me move them but at the end of the first day the manager yelled at me: “You’ve gotten rid of a week’s work of circulars in one day!” One of the first drugstores, I asked, “Why are the baskets only at the front door?” I showed them video clips with customers walking to the register with their arms full. What if we trained staff so that when they see someone with four things in their hands, the customer would get a basket? We did it and the average purchase went up 18 percent.

How did you learn how to observe carefully?

Growing up I had a terrible stutter. As we moved every 18 months or two years, I was more confident looking and trying to understand how things worked than asking questions. So I took a coping mechanism and turned it into a profession.

I also remember looking at Sears and Roebuck catalogues—toys and furniture and all these things. Nothing in Warsaw duplicated that catalogue. Going into Germany during a family trip, getting into the first PX, it was a world I had never seen before. I am not a material kind of guy, but I do have a passion about understanding how things work.

How can we train ourselves to make careful observations?

When I taught field work at City University, we were right across from Bryant Park. I would pick one person from the class and say, “I want you to go and walk around Bryant Park for 15 minutes and come back and tell us what you did. After he left I would pick out someone else and say, “I want you to go follow him and record what he did.” Then they would come back and we would contrast what the two reported. There were obvious differences. People didn’t lie but what they said and did was often completely different.

What kinds of habits—and what kinds of people—make for good observation?

Over the last 34 years I sent out crews of trackers all over the world. When I’m in an environment observing, I have to be very careful after doing it for an hour—I haven’t seen what I need to see. It’s often the second or third day when you really see and understand. So a lot of it is a Zen-like state of patience.

One man did 500 missions for me. He had a short career as a guitar player in a prominent early 90s band called Codeine. It had its own distinct beat. He became a kindergarten teacher. I found him doing substitute teaching and he was so patient and so observant and so rhythmic, with a slow steady beat, and he was so empathetic.

I also had an Endicott Prize-winning illustrator of children’s books. He would work for me for nine months and then he would come in and say, “Disney just optioned one of my books, I need to take some time off.” So he would go and then come back when he was ready. I would rather have someone great for 60 percent of the time than someone not as good 100 percent of the time.

How did you develop as a writer? How did you develop your informal, avuncular style?

In my early college years, I had a wall in my dorm filled with rejection letters. I wrote stories and even poems. I wrote fiction into my 20s. I took the skill set I learned writing fiction and used it in my nonfiction writing.

There are nonfiction writers who are trying to show how smart they are. I firmly believe in edutainment. If I can entertain you, I can educate you. I want to change readers’ prescriptions [lenses] in how they see the world.

How do you break down and manage major writing projects?

I have always been a writer of columns. The form I feel most comfortable is a 2,000- to 3000-word piece. People’s attention spans aren’t the same that they were when Charles Dickens wrote his books. Therefore, when I think of a book, it isn’t 12 chapters, it’s actually 50. I’ve broken it down so it’s easy for someone to pick up the book, read for a while and put it down and not feel as if they’re missing anything.

To write How We Eat, I had 40 columns, 50,000 words already written. It was a matter of piecing them all together. I learned from writing reports, it’s important to create a framework to start out. It isn’t as if you start at the beginning and go to the end. Get a frame and put pieces into that frame.

The modern book isn’t measured in pages; it’s measured in words. I was informed early in my career that to get read, a book needs to be 70,000 words.

Also, I also recognize that I need to keep vocabulary simple. As a column writer, I’ve been very careful about use of adjectives and adverbs. I should say careful, not very careful.

I have always been a storyteller. Being able to take business or nonfiction knowledge and do it as a story is very reader-friendly. There are a couple of sections where it goes from being a monologue to a dialogue. That’s part of what pleased me—the transition between one and the other. It makes it m more informal. It’s storytelling.

What writers have you admired and emulated?

I always loved the fiction writer James Lee Burk. He could describe smell better than anybody I knew. His books are formulaic, but he can go on for 1,000 words describing a smell.

Then there’s the foreign service man, Edward Hall, who write The Hidden Dimension and The Silent Language. Growing up in a third world country, even as a teenager I didn’t have TV. I consumed a prodigious amount of books—60 to 80 a year.

How did How We Eat develop?

When COVID hit, I had been working on the manuscript for over a year and had to take 60 percent and throw it out. A year ago, after having been battered by COVID, I gave Envirosell to my young employees and shifted to being a strategic advisor. That means my platform is a lot freer because I don’t have to worry about stepping on toes.

This book feels lighter—the style and flow and personality—than Why We Buy. Am I right about that?

That’s a very conscious effort. The purpose is to get to a healthier version of ourselves and our planet. I’m not going to tell you what to do but I can change the prescription [lens] by which you see the world. In changing that, you able to make better decisions. I was also aware I wanted to write for a popular audience. Everybody eats and drinks and buys food and beverages. Why We Buy targeted a certain audience and What Women Want targeted a specific audience. This one was targeting everyone.

Hollywood uses the “logline” to describe the essence of a film—a simple one-sentence line about the major character or mission. What’s your logline?

Mine would be: I want to change your prescription to get to a healthier version of yourself and create a healthier planet.

When COVID hit, we recognized that the world was going through a fundamental change. It wasn’t World War II breaking out, but it was global and there was a great deal of hurt. And it affected the structure of our own lives. I realized I don’t want to write a negative book. I don’t want to say, “Oh, man, are we screwed!” I wanted to write a positive and enlightening and challenging book.

The word I kept using is “post-pan.” I want to focus on the post-pandemic period. It will be over at some point. There are going to be some big changes and we need to be ready for them.

Before you go . . .
     • Like this content? For more posts on writing, visit the Elements of Writing Blog. Check out the posts on StorytellingWriting MechanicsAnalysis, and Writers on Writing.
     • For a monthly newsletter, chock full of hacks, interviews, and writing opportunities, sign up here.
     • To transform writing in your organization, with in-person or online seminars, email us here for a free consultation.

 

The Quietest Hero: Remembering Bob Moses

The first time I met Bob Moses, I was sitting in a lecture hall with a group of more than 100 puzzled students at Holy Cross College.

The college invited Moses to speak to the First-Year Program. In that program, students in a wide range of classes–philosophy, history, theater, math, physics, the languages–grappled with a common question. The question that year was: “In a world bound by convention, how then shall we live?”

Robert Parris Moses, who died on July 25 at the age of 86, grappled with both sides of that question his whole life.

The convention ruling black lives then was not just oppressive and violent, but intellectually and emotionally crippling as well: Either accept the idea of white superiority, living submissively with your own kind in a segregated and unequal world, or face vicious retribution.

Moses was awakened in 1960. Teaching at a prep school in the Bronx, the 25-year-old Moses followed the exploits of the student sit-in movement with awe.

“Before, the Negro in the South had always looked on the defensive, cringing,” he later said. “This time they were taking the initiative. They were kids my age, and I knew this had something to do with my own life.”

Bob Moses went to Mississippi, the most violent of all the old Confederate states, and took up the challenge. Joining the Student Nonviolent Coordinating Committee, he worked to register voters in the isolated towns where blacks had never been encouraged to speak or act for themselves. White mobs attacked him and cops arrested him. In Greenwood, sitting in the passenger seat of a car, bullets missed him but hit the driver and he had to steer the car to safety. In Liberty, someone attacked him with a knife as he was leading a small group to register at a courthouse. Bloodied, he was arrested; when he pressed charges, his assailant was acquitted by an all-white jury on the grounds that he had provoked the attack by assuming a threatening stance.

In 1964 Moses was the leader of Mississippi Freedom Summer, perhaps the most audacious moment of the civil rights movement. Hundreds of white students came into the state to register voters and lead freedom schools. The campaign led to countless attacks, including the murders of James Cheney, Michael Schwerner, and Andrew Goodman, which put a glaring spotlight on violence in the system of segregation. Later, Congress passed and President Lyndon Johnson signed the landmark Civil Rights Act of 1964. Moses also helped to organize the Mississippi Freedom Democratic Party, a democratically elected slate of delegates that demanded to be seated at the party’s 1964 national convention in Atlantic City. They lost that battle–the convention seated the traditional slate of segregationists–but that challenge transformed the Democratic Party. Before, it accepted segregation; after, it rejected segregation.

Back to that moment at Holy Cross.

Moses stood in front of the lecture hall and described a lynching in which (not uncommonly) crowds gathered to watch and celebrate, even photographing themselves near the hanged, charred corpse. He read a letter by a witness, who described the moment in detail, without a trace of understanding or care.

Moses asked students for a response and then fell silent.

Confused, students shifted in their seats. Their eyes darted to each other and to their professors. They expected (as did we all) an inspiring account of heroic exploits. Moses was defying this convention. Finally, the long, awkward silence broke and students began to talk. Moses stood and watched and listened. Some students later felt disappointed that they did not get their expected burst of inspiration; others walked out transformed. Moses had given them the ultimate lesson: You are responsible. You can’t wait on others. You need to find your own voice. In your own way, you need to face the brutality of this world.

That’s how he operated in the movement. He was the quietest of all movement leaders. Taylor Branch, Martin Luther King’s Pulitzer Prize-winning biographer, said: “Moses pioneered an alternative style of leadership from the princely church leader that King epitomized. … He is really the father of grass-roots organizing — not the Moses summoning his people on the mountaintop as King did but, ironically, the anti-Moses, going door to door, listening to people, letting them lead.”

Moses understood, as activists often forget, that the greatest resource in any struggle is the people themselves. They have the intelligence and strength to resist; the organizer’s job is to help them understand, develop, and exercise their own power. The greatest leaders are themselves servants who help others to become leaders.

In Mississippi, Moses found activists in isolated hamlets by bouncing a ball. He knew that blacks had been terrorized for generations and faced abuse if they stood up for their rights. If he approached them cold—knocking on doors, talking with them in stores or fields or churches—they might be too scared to talk. So he stood on street corners and bounced a ball. That attracted a crowd of kids. Then, inevitably, the ball got away. “Before long,” Moses explained, “it runs under someone’s porch and then you meet the adults.’’

If King was the Moses of the movement, as Taylor Branch said, Moses was the King of the movement in Mississippi. He was revered because he knew how to listen and guide people to become their best selves. In fact, hearing him often took great effort. He spoke so softly that you had to lean in and really focus on what he was saying. Since he was not nearly as voluble as others, what he said really mattered.

I met Moses again as I was researching my book Nobody Turn Me Around: A People’s History of the 1963 March on Washington. We met in Cambridge, where he was leading the Algebra Project, an effort to bring math literacy to blacks and poor people everywhere. He talked so softly that when I got home, I had to play the tape on a speaker, crank up the volume, and listen intently.

That conversation covered all the familiar topics. But to me, the most telling moment came when I minimized the importance of the Civil Rights Act of 1957. The law established the civil rights division in the Justice Department and empowered federal officials to prosecute people who conspired to deny others’ right to vote. But the law did nothing to open schools or public accommodations or voting booths to black Americans.

Moses corrected me. That law made a bolder civil rights movement possible, he said, by giving activists a “crawl space” in the government. If a later president was sympathetic to civil rights, the activists could develop relations with the civil rights people in the DOJ. And so when John Kennedy became president, he sent John Doar and John Siegenthaler to DOJ. They offered critical help to the movement. They coordinated activities, shared intelligence, and developed a trust that made better things possible.

The civil rights movement required a wide range of heroes. The movement needed the audacity and grit of A. Philip Randolph, the nonviolent cunning of Bayard Rustin, the soul of Martin King, the egalitarian ways of Ella Baker, the intellectual rigor of James Lawson, the impatience of Stokely Carmichael, the love of Daisy Bates, the stubbornness of Fannie Lou Hamer, and the quiet servant leadership of Bob Moses–and so much more. In the story of civil rights, the idea of “a hero” is nonsensical. Countless heroes, most of them quietly working in the “crawl spaces” of the society that oppressed them, were necessary for success.

They were then, they are now.

Before you go . . .
     • Like this content? For more posts on writing, visit the Elements of Writing Blog. Check out the posts on StorytellingWriting MechanicsAnalysis, and Writers on Writing.
     • For a monthly newsletter, chock full of hacks, interviews, and writing opportunities, sign up here.
     • To transform writing in your organization, with in-person or online seminars, email us here for a free consultation.

 

The One Idea: Success and Failure

In another post, I describe the importance of finding The One Idea for everything you write.

I have both succeeded and failed in this quest.

Success: Nobody Turn Me Around

About a decade ago I was in the midst of writing a book about the 1963 March on Washington. At the same time, I was maniacally studying the elements of writing. I devoured books and articles about the brain, learning, memory, storytelling, and writing mechanics. I looked for any and all insights that would give my book the drama that the subject demanded.

That’s when I first realized the importance of The One Thing. The brain, research shows, simply cannot manage more than one idea at a time. Sure, as research in the 1950s showed, people can remember a list of seven ideas or things. But that doesn’t mean they can do anything with those ideas. To really act in the world, people need to focus on one thing.

At all levels of my book, Nobody Turn Me Around (Beacon Press, 2010), I tried to identify The One Thing that should serve as a North Star for readers. Here’s what I came up with.

The book

The One Idea, driving everything else in this book, is this: The March on Washington was essential to hold together the disparate factions of the civil rights movement, at a time when support was fraying for the movements integrationist and nonviolent ideals–when President Kennedy’s civil rights bill offered an opportunity to create historic reform.

The book explores all kinds of issues, but they all relate to the need to hold the movement together.

This throughline animated every action of the movement’s organizers (Philip Randolph, Bayard Rustin, Martin Luther King, Roy Wilkins, and others) and allies (Kennedy, congressional supporters, leading celebrities, ministers, organizers, and more). It also animated the opponents (like Strom Thurmond and other congressional segregationists, conservative intellectuals, the FBI, and others), who worked to divide the movement.

The parts of the book

The book had five parts, mirroring Aristotle’s narrative arc. Each section had One Idea:

1. Night Unto Day: In the wee hours of August 27, 1963, people made their final movements to the march. Dr. King prepared his speech, ignoring advisors’ counsel to avoid talking about a “dream.” Philip Randolph and Bayard Rustin set the march’s goal: to put the movement’s bodies on the line to force Washington to act–and to do so nonviolently. Meanwhile, thousands streamed into the capital, with varied values and goals but a commitment to following the movement’s highest ideals and to ignore figures on right and left who would divide the movement. The One Idea: United, we stand.

2. Into the Day: As people arrive at the Mall, the systems are in place for a successful march. bayard Rustin successfully managed all the logistics, as did the Justice Department. The One Idea: Plan it right to avoid problems.

3. Congregation: As the March on Washington began, the movement’s far-flung members were on full display. They came from all walks of life, from all over the U.S. and beyond. They included rich and poor, intellectuals and laborers, blacks and everyone else, radical and moderate, Northerners and Southerners, religious and nonbelievers, believers in nonviolence and “any means necessary,” and more. The One Idea: There is unity in numbers and diversity.

4. Dream: After performances from musicians and speeches by notables, the afternoon program began. Each of the ten leaders of the March offered their own perspectives, from a faith-based confession of apathy (Matthew Ahmann) to a youthful cry of impatience (John Lewis) to a movement veteran’s call for reform (Roy Wilkins) to a labor leader’s warning about America’s world reputation (Walter Reuther) to an urbanist’s call for jobs and opportunity (Whitney Young) … to the transcendent call for a dream (Martin King). The One Idea: Civil rights is the underpinning of all progress.

5. Onward: At the end of the day, everyone returned home, determined to fight for civil rights in their communities, aware that that fight would be long and hard. The One Idea: Struggles require fighting hard, not just expressing grand ideals.

Each section has One Idea. Each of those ideas, in some way, supports the book’s One Idea.

Fragments in the book

Each of the parts comprises a number of smaller pieces–what I call “fragments,” vignettes and background information. Fragments range from a page and a half to nine pages. Each fragment advances the One Idea of the section, and therefore the One Idea of the book.

Let me mention a few examples–the sections that offer portraits of Phil Randolph, Bayard Rustin, and Martin Luther King. Each brought an essential quality to the civil rights movement. Randolph insisted on mass demonstration. Rustin insisted on nonviolence. King understood that the movement had to be transformational, inspiring courage and commitment.

Those three forces–body, mind, and soul–were essential to pursue the movement’s long-term strategy. They were also essential to hold the movement together (the book’s One Idea).

Paragraphs and sentences in the book

Every paragraph and sentence also contains just One Idea also. This is important. All too often, writers treat the paragraph as simply a container for a bunch of ideas. In his book on writing, Steven Pinker actually argues that “there is no such thing as a paragraph.” When we break the text into paragraphs, Pinker says, we’re doing nothing more than providing “a visual bookmark that allows the reader to pause.”

But that’s not right. When you look at great writers, from Hemingway to McPhee, you see how they state and develop just one idea per paragraph. In my classes, I require students to label each paragraph with a “tabloid headline.” That way, they learn not to stray off course. If anything in the paragraph does not address the label, it’s gotta go.

I’ll offer just one paragraph from my book, about the writer James Baldwin, for illustration:

In all of his years in the U.S., Baldwin struggled to understand his own alienation. “It was in Paris when I realized what my problem was,” he told the New York Post. “I was ashamed of being a Negro. I finally realized that I would remain what I was to the end of my time and lost my shame. I awoke from my nightmare.” The whole race problem, Baldwin argued, required the same kind of rebirth nationwide. But he despaired that such a rebirth would not occur. Black communities from Harlem to Watts were committing slow suicide with violence, drug and alcohol abuse, violence, and alienation from schools and jobs.

My tabloid headline for this paragraph would be “Alienation of All” or “Split Souls” or some such. By the way, that paragraph speaks to the One Idea of the book, its section, and its fragment.

Think of each One Idea as part of a Russian nesting doll. The One Idea of the whole piece contains The One Idea of all its smaller parts.

Failure: Little League, Big Dreams

I didn’t fully understand The One Idea when I write a previous book about the Little League World Series.

Originally, I hoped to present the drama of the LLWS the way the documentary Spellbound presented the National Spelling Bee. I wanted to show different contestants prepare and then advance through many rounds until the drama of the final competition.

And so I tracked the monthlong Little League tournaments, from districts to states to regions to the final tournament in Williamsport, Pennsylvania. Along the way, I found some great stories and explored some fascinating issues. When it was over, I spent time in the hometowns of the two finalists in Ewa City, Hawaii, and Willemstad, Curacao. I learned lots more.

Then I started writing. I liked what I wrote, mostly anyway, but it lacked the power and drama. The deadline approached and I turned in a draft. My editor liked it. We debated titles. We settled on Little League, Big Dreams. I didn’t like the title; it seemed too mushy and too upbeat for the story I wrote. But the publisher gets the final call on titles. So we passed the manuscript to a line editor.

Then I had a eureka moment. I realized that one word captured the essence of the book. I called my editor. “Can I have more time?” I said. “I figured out what it’s about–hustling.” The book was about the kids’ hustling, their dedication and earnestness, their willingness to work hard for something. But it was also about a more negative form of hustling–coaches manipulating rules, driving kids too hard, helicoptering and bullying parents, Napoleons who run the local leagues, pressure from sponsors, the glaring spotlight of TV. I wanted to give the book a simple title–Hustle or Hustling–and realign the text to tell that story. It would have taken just a week.

The answer was no. “We’re too far into this,” he said. “Sorry.”

Without The One Idea, the book was a mishmash. One reviewer said it was like a long Sports Illustrated article, not a book. She was right. Books gain their power when they state and develop One Idea, with a variety of stories and exposition.

Seeing What is There

The obvious challenge of seeing is to apprehend what is present—what is there, within the compass of one’s sight.

Ideally, we see something clearly, and in enough detail to make sense of it, and to give it meaning and to put it in the context. Seeing clearly requires looking with intent and purpose—with an open mind, a will to search, and even with a beginners mind.

To look clearly, and in detail, we need to pay attention to not just what is in front of us, but what we bring to the process, including our biases and limitations, as well as our physical limitations. Rather than just accepting whatever our eyes and our distorted processing deliver to us; we also need to pause and think and reflect.

Usually, we see objects with little clarity and detail. Lacking the appropriate level of detail, we give it less meaning.

We allow our emotions and biases and other limitation’s color and distort what we are seeing. It’s like listening to a phone conversation with a bad connection. We hear or see bits and pieces and can strain to make some sense of it. But that doesn’t mean we here at Hall or that we understand it. We are improvising. We are operating on incomplete information. we might be able to convince ourselves that we are looking at the “real thing.” But deep down, we know that we are looking at the equivalent of a broken plate and thinking that it is a whole and complete plate.

We are more likely to believe what we see when we want to see it – when we have an emotional or other stake in actually seeing some thing. This is true with all of our senses, as well as all of our intellectual, emotional, and social engagements with the world.

Even when we consciously try to say something, clearly, we struggle to do so accurately. We could be surprised by the onset of an event or a scene and therefore I have a hard time focusing in on what’s happening. We spend so much time trying to frame the scene that we do not, take in the details that might be telling. If the scene is fast, moving, what we notice might be gone before we have a chance to check it. We also operate in a world of noise. It is often times hard to separate the signal from the noise —any subject that we want to focus on and the surrounding clutter. Also, when we are assessing a scene or a situation, we are often at war with ourselves or others. We are fighting over, not only what we see, but what we should see, and what we should do about it. And so even the most obvious elements of a scene can be missed.

Looking Forward

Videos on Seeing for Leadership

Looking Forward

A Whole Strategy for Seeing, Thinking, and Leading

The arts and humanities teach us to see differently—to experience the world in a more holistic and imaginative way.

Modern life, which is dominated by bureaucracy and scientific thinking, requires us to think and act according to rational methods. What we mean by “rational” varies by setting and circumstance, but it usually includes the following considerations:

  • Following facts and data:
  • Thinking in hierarchy:
  • Requiring logical consistency:
  • Assessing problems step by step:
  • Determining causality:
  • Working in a division of labor:

This kind of thinking makes sense in specific, bounded ways. Thinking like this has enabled modern institutions to mobilize vast communities, assess masses of data, and produce high-value goods and services. Along the way, this mode of thinking has spurred endless invention and innovation. These modern techniques, as thinkers from Smith to Marx to Habermas have noted, have transformed civilization and nature. No force has ever been as revolution in human history than this rationality.

This way of thinking can be limiting as well. When rationality rules, people break problems down into coherent pieces, then assess those pieces and how different variables cause various outcomes. In any organization, most people are responsible for their piece of the whole—almost never for understanding the whole. As a result, the overarching moral issues rarely occupy people’s attention. The legitimacy of the whole operations are assumed.

The arts and humanities offer an approach to explore issues that get lost in the shuffle in modern rational society.

The arts and humanities teach us to:

  • Ask moral as well as logistical questions about all phases of an operation
  • Question the limited goals of organizations and their members
  • Look for invisible phenomena: << The humanities foster, a sensibility, for latency, and awareness that what seems hidden or absence completes the whole
  • Look for invisible connections
  • Embrace seemingly illogical—and even absurd—questions
  • Question the underlying basis of ideas and arrangements
  • Undermine the automatic, comfortable ways of thinking
  • Look for ways to “disrupt”
  • Embrace values that fall outside rational, self-seeking

Looking Forward

Integrating Art and Life

In civilizations going back to antiquity—in Aristotle’s ideal state in The Politics, for example—people who perform physical labor are excluded from full citizenship. Farmers, mechanics, and shopkeepers are considered lesser beings. Incapable of the broad thinking necessary for making decisions for others.

In a way, this makes sense. The carpenter’s ability to connect two joints or sand the edges of an object might appear little to deal with making decisions for fellow citizens. The farmer’s understanding of planting cycles, seeds and ground conditions, and harvesting techniques appears to offer few skills for inspiring other people.

These crafts require immersion with objects that are tangible and specific. The same goes for arts like dance, sculpture, and music. The artist needs to focus entirely on something specific and unique. There can be only one Gene Kelly version of “Singing in the Rain,” only one Michaelangelo masterpiece David, and only one Rachmaninoff Concerto No. 2. The arts (and some crafts) are sui generis—constituting a unique class in itself.

As such, the artist and craftsman must work to concentrate totally on the objects and movements of her craft:

As a dancer in training, you learn to dissociate your self from your body, to relinquish your agency to the structure and aesthetic of the form – whether that’s classical ballet, modern dance or something else.

This separation of mind and body, action and environment, is only half the story. Theresa Ruth Howard warns that this separation “romanticises the dehumanisation of the body by regarding it as an instrument, a tool akin [to] clay.”

Think about it both ways, as a braided process.

At times, we need to separate our actions from the surrounding environment. We need to focus totally on our craft, ignoring the larger swirl of activities around us. We need to go “all in” on our project. Especially in activities involving movement, our actions involve all aspects of the neural system.

People in business, the law, medicine, tech, and other professions understand this basic truth. By concentrating intensely on an isolated task, they bring their whole selves to bear on the challenge.

But at the same time we narrow our attention, we broaden it as well. Arts and crafts—especially the physical ones—help us to move beyond our limited patterns of thinking. We may train ourselves—with conscious, repetitive movement—to make our actions automatic. But that process, in turn, opens our mind to think and at more consciously.

Athletes understand that developing a broad range of skills and actions enables them to use their whole selves. A trainer named Edythe Heus uses bouncy balls and wobble boards and to put her clients off balance when they exercise. When they are unbalanced, they cannot focus on just one muscle group, like pectorals. They need to activate hundreds of tiny muscles in their back and other parts of the body.

When people move their bodies—running, jumping, twisting, reaching, accelerating, slowing, braking—they gain an intuitive sense of how objects relate to place. When a baseball outfielder sprints after a fly ball and leaps to catch it, he is making countless calculations. He is coordinating dozens of separate actions, in an exquisite sequence of moves. The same goes for a ballet dancer, an assembly-line worker, and a cook.

The magic—for people to know themselves and to improve themselves—happens when they toggle back and forth between action and reflection. A danger might perform a routine enough times to make her steps automatic. Then she can step back and analyze what she did, moment by moment, and then consider how to improve or add to her routine.

Leaders do this too. One of the most powerful self-help programs in America, Dale Carnegie Training, teaches people how to overcome whatever is “holding them back” by teaching how to deliver a one-minute speech. Carnegie students, who are not allowed to use notes, must speak directly to the whole class about a different topic every week. The speech has three parts:

  • “So there I was…” Start by bringing the audience into the middle of a scene or situation.
  • “And then, … And then, … And then, … Finally, …” State three to five things that happened and how the sequence concluded.
  • “And so I learned…” Conclude by stating the lesson to be learned from this moment.

For a century, this exercise has helped even the shyest, angriest, uncertain, and agitated people how to focus their minds, collect their thoughts, and connect with other people.

The exercise works because it is a whole-body exercise. Like a trapeze artist without a net, the speaker must master her command of mind and body in real time. Most students start to get good at the one-minute exercise within three or four weeks of the program. They can use this skill in just about every aspect of their lives. Thinking and connecting with other people become part of their body memory.

All kinds of strategies help budding leaders master their use of bodies and minds. Simple meditation and breathing exercises help to regulate blood flow and attention. Consider this simple 10-minute breathing exercise from “The Iceman,” a Dutch extreme athlete named Wim Hof:

As his nickname suggests, Hof also exposes himself to freezing temperatures for sustained periods. This exposure teaches him to concentrate his mind and to manage his breathing and attention. Again, a physical challenge—especially one that takes us out of our comfort zones—can transform the way we think and behave.

Making Seeing a Superpower

Visual arts—from cave drawings to the latest multi-media productions—challenge us to think differently. Rather than depicting reality as a known (or knowable) quantity, the arts challenge us to embrace ideas that exceed our own limited understandings. They teach us how to look beyond the obvious.

Consider the following video:

What does that image show? What is happening? What happened before this moment—and what might happen after this moment?

In a sense, these are the questions that even the most unimaginative leader considers all the time. Whether leading a small staff in a corporate cubicle farm, a band of eager entrepreneurs on a startup, or the campaign for a political candidate, a leader has to consider all kinds of “before” and “after” situations—by fully understanding the “now.”

Let’s look at another picture, which tells the same story in a different way:


We might think of the first picture as “art”—a depiction of humans in their environment. We might think of the second picture as “analysis”—a rendering of patterns that occur repeatedly, which give policymakers data about decisions about planning, traffic, and public spaces.

In fact, the first challenge of quantitative analysis is to count things.  This image counts the number of people who gather at a street corner for at least two minutes. The researcher, William Whyte, recorded how many people gathered at every kind of location in the city: plazas, parks, corners, entrances, and more.

If you can, take this analysis one step further. The next time you venture outside, go with a friend to different parts of the city or town. Sit for a few minutes in an isolated area. Then sit on the edge of some space, like in a bench just off the road. Then stand and walk with your friend on a sidewalk at an intersection as other people cross. What does it feel like to be in these places of isolation, on the edge, and in the middle of a flow?

If you have a chance to do it, we’re betting that this simple experience will engage your analytic mind more robustly than the first two images. By putting your body in motion, you will gain a 3-dimensional, surround-sound understanding of place.

The experience may leave you with a puzzle. If you have circulated in cities and towns before, you might not have experienced the kinds of feelings and insights you now experience in this little experiment. That makes sense. Before, you were just living life as we often do, without much reflection. But by seeing the photo and the graphic, you primed your mind to experience the real world in a new way.

Seeing and experiencing the world, then, is a process. Nothing just happens. Rather, real seeing is iterative. It requires experiencing things in different ways.

And isn’t that, in a nutshell, the challenge of leadership—to experience things in different ways, and then guide followers to do the same—in pursuit of some greater end?

Looking Forward

Stillness and Motion

Goethe, the German poet, playwright, and novelist, famously remarked: “Music is liquid architecture and architecture is frozen music.”

The point is provocative. Two forms of expression—one fixed in space, the other fluid in time—can be seen as opposites. One is solid and permanent, the other is evanescent and elusive. Art includes a broad spectrum of things and activities. To develop ourselves fully, we need to experience both stillness and motion.

But in a sense, stillness is always in motion—and motion is always still.

Consider how we experience architecture. A building may appear to be a solid and unchanging structure. But that is not how we experience it. We experience it, both insider and outside, as we move about. When we pass a building on a street it changes by the second. As we approach from afar, it grows in its breadth while part of it disappears altogether. As we pass by, on the street, we take in whatever sights we can, depending on our eye levels, the distance, and the speed of travel. However we do it, the building changes. Sometimes, it even seems to disappear. Some buildings, like Boston’s John Hancock building, seems to shift into a single dimension—and even to disappear altogether as it reflects nearby Trinity Church and the sky.

Or think about performing arts—dance or music or film—which change by the second. In a song or a movie, moments rush by. There is no time whatsoever to freeze and gaze on the sweet sound of a flute in Mozart or the sequence of people in a nightclub in a movie like “Wings” (1927). And yet . . . When we experience these fluid arts, moments linger in our minds. We capture them, however, imperfectly to assess now and hold onto for later. They not only linger, but they become part of us, accessible at all times. And when we experience these moving arts, we still; ourselves and focus intently—sometimes automatically, sometimes purposely.

Exercise: draw or examine one moment in a moving picture of your choice.

We might see leadership as a constant interplay of stillness and movement. ask yourself:

  • What needs to be still in order for you to lead other people—not to direct them, but to understand and serve them so they will accept your guidance and join your mission?
  • In what ways can you master a fluid environment?

Looking Forward

 

Not Seeing What’s Not There

This might not seem noteworthy. Who cares about not seeing what is not in a scene. After all, almost everything in the world is not in any given scene.

But by not seeing what is not there, we might be misunderstanding the scene. Sometimes, something is not present but should be. If we do not notice it, we are lacking in discernment. A few examples:

  • A salesperson goes to a hospital to promote the latest medication for hypertension. She meets with one or two hospital officials. Missing are any doctors who might prescribe the medication. Did you notice? Does it matter?
  • A parent gets called into the principal’s office after an episode in the classroom. But where is the teacher? The student? The other parent? Did you notice? Does it matter?
  • A community group sits on folding chairs at a street corner notorious for drug dealing. Passersby stop to chat, sign a petition, and then move on. Where are the dealers? Did you notice? Does it matter?
  • A couple goes to an open house. They move from room to room, taking notes and looking at the realtor’s listing sheet. They might notice the aging furnace or the new windows. But do they notice what’s not there—the absent HVAC vents, the lack of storm windows in the basement, the flooring hidden under carpeting.

In each of these examples, the missing characters are like ghosts. Something tells you that people or objects should be present, challenging the others. To really see a scene, you need to “se” what’s not there as well as what is present.

When we don’t see what’s not present, it might be a sign of good observation. How can you see a place—really see it and make sense of it—if you miss what’s not there as well?

Why does it matter?

In many ways, this is the ultimate space of leadership. Where ordinary people see nothing, leaders are always trying to understand what is not present. The leader’s job is, in part, to see the ghosts of the worlds. They notice what isn’t present—and explore why it isn’t present. Some examples from recent history:

  • In 1962, a young Jesuit volunteer saw whole groups of the poor, handicapped, elderly, farm workers, and others who were invisible to others. Michael Harrington’s book, The Other America, opened the eyes of President Kennedy and inspired a generation of reform.
  • In 1980, engineers at NASA saw the O-rings on the shuttle Challenger and warned that cold temperatures on the solid rocket boosters could cause cracks that posed the danger of danger an explosion shortly after liftoff. They failed to warn NASA leaders in clear, explicit terms. In January 1985, the Challenger exploded, killing all four astronauts on board.
  • For a generation, scientists used massive volumes of data and computer projections to see what the naked eye could not see: as the earth warmed, an environmental catastrophe threatened modern civilization. But politicians and business leaders dismissed what they could not see with their own ideas.

Which raises a question: How can you notice when you do not see something that is not present? How can you train yourself to notice the ghosts in the scene? Sand how can you use this skill at seeing—or non-seeing—to understand your challenge as a leader or as a member of a team?

Looking Forward

Not Seeing What’s There

When we do not see something, that’s really present, that might be because the scene is cluttered or unfamiliar. We tend to pay the most attention to things that are most familiar and most sensational. We notice the drably familiar (because it has become ingrained in our memories) or the glittery unfamiliar (because it stands out from the rest of the scene).

We might also miss the obvious because we are distracted or we bring beliefs and expectations that prevent us from seeing what is actually in plain sight.

That was the premise of Edgar Alan Poe’s story “The Purloined Letter.” In this story, the detective must figure out the location of a letter stolen from the royal apartments. Searchers have looked in every conceivable hiding place, with no luck. When the inspector offers 50,000 francs for the letter, Dupin the investigator retrieves the letter from a box in clear sight.

We often look right past something that is right in front of us because our attention is focused elsewhere. For reasons good and bad, we dismiss a number of possibilities. Often we overthink a problem and miss the most obvious answers.

Our attention can only be trained on a limited number of subjects in a scene. If we look for one thing, we will not notice another, as was demonstrated in a famous experiment about two groups of basketball players.

Usually half of the people who see this video notice the person dressed as a gorilla. Even when people see this video and experience their “aha” moment, they do not necessarily learn how to see more carefully.

We can only make projections based on our knowledge and experience of the world. If we have experienced similar situation before, we are likely to make predictions based on that experience.

Looking Forward

Seeing What’s Not There: Cases in Point

What does the following image show:

Everyone who sees this simple sketch will recognize a human face. Of course, no face is a half oval—and all faces include vast more details than are shown here. But by providing a few lines, the illustrator gets the viewer to construct a whole portrait in her mind.

We also see a human with an image like this:

 

No human looks like this. But Picasso immediately enlists the viewer to think of it as a human. The distortions tell us something about the absurdity of modern life.

Storifying What’s Not There: Often we see something that’s not there because we think it should be there. In fact, this happens all the time. How is that so?

The reason is simple: People are narrative creatures. We make sense of the world by making stories of what we see. We project all kinds of ideas and meaning onto the world.

Consider the following picture, Isabel Chenoweth’s “Hanging Out.” The image shows a threesome of girls sitting on the hill overlooking one of the fields of the Little League World Series in 2005. As yourself: What’s happening in the picture?

As we examine the picture, we instantly make assumptions. We might notice that they are young teens. We might notice their different looks. We might notice a boy sitting nearby. Our eyes might move along the hill to see other fans or down to the field where a game is taking place. Or we might look in the stands—and if we do, we might notice the fans (families, mostly) of the two teams on the first and third base sides. If we know something about Williamsport, we might notice the trees in the distance—and we might know that the Susquehanna River lies beyond those trees.

Depending on our focus, we will see:

  • Little League groupies or family members
  • Teens eager to get out of the house and be with friends
  • Boys trying to flirt with girls
  • Pre-teen boys playing games in front of millions of people
  • Families getting carried away in the frenzy of an international tournament, broadcast on TV all over the world
  • The rise and fall of a once-prosperous lumber town

Wherever we focus, we are likely to construct a story. If we assume the girls are fans—maybe sisters of players—we will construct one story. But they don’t seem to be watching the game. Maybe they’re just hanging out.

Whatever we assume about what we’re watching, we are putting something in the picture that’s not there. We are focusing on some parts of the picture and ignoring others.

Here’s a starker example of seeing what’s not in the picture. Watch this video and figure out what you think the videographer is trying to tell the audience.

Over the years, we have shown this video to thousands of students. Under some of the most common interpretations, this video shows:

  • The power over the government in Nazi Germany
  • The cruel dominance of “popular” cliques in a high school.
  • A struggle between parents and their adolescent children
  • Competition between businesses for a lucrative market.

In fact, the video simply shows the movement of two-dimensional shapes—no more and no less. But because people constantly construct stories out of the scantest evidence, virtually no one who sees this video sees it for what it is.

The creators of the Video, Fritz Haider and Maryanne Simmel, created the video to show how anthropocentric people are. That is: We see humans in just about everything we see.

Looking Forward

Seeing What’s Not There

What happens when we see something that is actually not present? Why do we think we see an object or activity that is manifestly not present?

The answer lies, again, in the fact that we only see in small fragments, and we fill in the rest with our knowledge, memories, models, and biases.

When we encounter a strange and unfamiliar scene, we may struggle to visualize the mortar between the bricks. As we fill in the gaps, we might look at the scene with biases that prevent us from seeing the scene accurately. We project things onto scenes and make predictions about what will be there. We are prone to accept illusions as reality.

We might see something that is not present because we lack the opportunity or inclination or skill to make complete sense of whatever we actually see in front of us.

Beliefs—however reasonable or outlandish—also contribute to our seeing. People often think they see ghosts, angels, and UFOs, when the scientific evidence suggests those things are exceedingly unlikely. The specifics of these visions—which draw from popular mythologies, like a flying saucer with lights for a UFO—suggest that the viewer is projecting his own images on the scene.

Eyewitnesses to crimes often see things that are not there. That is why circumstantial evidence is usually better and trials than eyewitness evidence.

As we look on a scene, deciding what is there and what isn’t, we make the most sense of it by thinking about the bigger picture—in both space and time.

In terms of space, we might apprehend more of the scene by consciously looking at different parts of our focal point in the scene. We might look at the ring of objects surrounding the focal point. Are those nearby things close and distant? Are they similar or different in size, shape, color, and light? Do they appear to be interacting with each other or focused on different activities? Phase by phase, we might explore a series of rings around that object.

Or perhaps we might follow the lines and shapes within the scene. Images usually contain vertical, horizontal, and diagonal lines, which draw our eyes along distinctive paths. We might follow those lines—and then, to take control, we might work against those obvious pathways.

In terms of time, we might think of what we see as a moment of a story—or at least, as a moment in a sequence of events, which it always is. When we look on the scene, we almost always imagine what happened before and what might happen next.

We think of this picture as a scene in the middle of the story—“in media res” (“in the middle of the story”), to use the term of the Roman lyric poet Horace. Storytellers often begin their tale in the middle of the action, which spurs the audience to wonder what led to this point and where the tale might go.

When we storify an observation, we can either make our observations more or less robust. We can either see more or less clearly what’s there. We can either make sense of what’s not there – or we can impose other ideas on the scene.

Looking Forward

Seeing What’s There

The obvious challenge of seeing is to apprehend what is present—what is there, within the compass of one’s sight.

Ideally, we see something clearly, and in enough detail to make sense of it, and to give it meaning and to put it in the context. Seeing clearly requires looking with intent and purpose—with an open mind, a will to search, and even with a beginners mind.

To look clearly, and in detail, we need to pay attention to not just what is in front of us, but what we bring to the process, including our biases and limitations, as well as our physical limitations. Rather than just accepting whatever our eyes and our distorted processing deliver to us; we also need to pause and think and reflect.

Usually, we see objects with little clarity and detail. Lacking the appropriate level of detail, we give it less meaning.

We allow our emotions and biases and other limitation’s color and distort what we are seeing. It’s like listening to a phone conversation with a bad connection. We hear or see bits and pieces and can strain to make some sense of it. But that doesn’t mean we here at Hall or that we understand it. We are improvising. We are operating on incomplete information. we might be able to convince ourselves that we are looking at the “real thing.” But deep down, we know that we are looking at the equivalent of a broken plate and thinking that it is a whole and complete plate.

We are more likely to believe what we see when we want to see it – when we have an emotional or other stake in actually seeing some thing. This is true with all of our senses, as well as all of our intellectual, emotional, and social engagements with the world.

Even when we consciously try to say something, clearly, we struggle to do so accurately. We could be surprised by the onset of an event or a scene and therefore I have a hard time focusing in on what’s happening. We spend so much time trying to frame the scene that we do not, take in the details that might be telling. If the scene is fast, moving, what we notice might be gone before we have a chance to check it. We also operate in a world of noise. It is often times hard to separate the signal from the noise —any subject that we want to focus on and the surrounding clutter. Also, when we are assessing a scene or a situation, we are often at war with ourselves or others. We are fighting over, not only what we see, but what we should see, and what we should do about it. And so even the most obvious elements of a scene can be missed.

Seeing: Starting with Saccades

What does “seeing” mean? Seeing does not mean apprehending the world around you the way a movie camera takes in a scene. Seeing does not mean accurately recording what is in front of you. Instead, seeing means cobbling together an image, on the fly, from a series of small observations, which may or may not be true.

We see the world through saccades: rapid, ballistic movements of the eye between fixed points, which are small bits of information. They range between in amplitude from the very small (the movement of eyes across the page of a book) to the large (the pieces of reality view from scanning a landscape). Saccades usually take a few tens of milliseconds.

With saccades, our eyes dart around a scene and grab tiny bits of the visual world. That’s when “seeing” begins.

At any given moment, we combine these tiny fragments into a picture. We fill the gaps between these tiny fragments with our understanding of the situation, our memories, our values, our emotions, and the models we use to order the world—anything that can help us to predict what fills in the spaces between the fragments. We might think of these projections as the mortar between the bricks in a wall.

This fragmented, patchwork way of seeing—assembling inputs to create a picture of the whole—usually works well. Because we usually operate in known spaces, with predictable routines, we can cobble together these pictures with enough accuracy to do what we need to do.

But this way of seeing has its own problems. We bring biases and other limitations to the task of seeing. As a result, we fail to see things that there—and we see things that are not there.

So what goes into seeing and not seeing? Let’s make a little list:

  • Actual data that are transmitted through your ocular system. Seeing begins with what we see. That might sound obvious, but it isn’t. What we “see” is actually but a constantly changing set of saccades—small fragments of a scene. To these fragments, we add our own knowledge, experiences, and models of the world. This might sound like damning with faint praise, but those fragments play a crucial role in helping us not to see, but to begin to see.
  • Memories of similar moments and scenes in the past. These memories can be (and almost always are) distorted. When we remember, we do not pluck a clean and accurate experience or piece of knowledge from our memory.
  • Models of how the world works. Psychologists and philosophers use the term schema to describe the mental models we have all kinds of ideas and experiences. We need these schema to get through the day. A simple example is the “model” of what happens when you touch your hand to a hot stove. A more complex model is the idea of the marketplace. In both cases, we create storthands and predictions to guide us through life.
  • Temporary and long-term emotions that color what we see and do not see. The way we feel about a situation—the emotional vibrations of love and hate, fear and hope, uncertainty and adventure, etc.—determines how we see the world. When we are scared (in fight/flight/freeze mode), we tend to narrow our attention to the crisis at hand; we act instinctively, as the amygdala takes control of attention. But when we remain calm and collected, we see more and have the opportunity to
  • External cues from people and things we trust or distrust. Humans are often described as strictly self-seeking, selfish beings—more concerned about our own survival and wellbeing than the fate of others. But the human species has actually survived because of our ability to empathize and cooperate with others. Therefore, we care about what other people think about us. We will often take certain actions in order to gain the approval and cooperation of others—not just people we already know and care about, but also perfect strangers.

Looking Forward

Exercise: Plato’s Allegory of the Cave

Plato did not have access to brain-imaging or eye-tracking studies. But he did have access to his own brain power and so was able to pose and solve problems that vex us today.

Plato’s cave allegory is just that: a story, as mind experiment, intended to get his audience to shift their way of understanding the world.

The allegory explores how we see the world. Seeing, he teaches, is fraught with difficulties. We often fail to see what is in front of us—and see what is not present. It all depends on our perspective: not just where we are located and what information is provided to us, but also the limitations in our own minds.

In the cave, Plato’s characters see the shadows. But lacking reliable information, they make up a story about those shadows. That story, in turn, affects their whole worldview. What they think of themselves, each other, the gods, and reality is a result of their story about the shadows.

The best way to understand the allegory is with roleplay. Get a group together—as few as three or four people and as many as a dozen—and take positions around the room as Plato suggests.

Download the Allegory of the Cave

Looking Forward

Seeing for Future-Oriented Leadership

What do you see–whether it is really there or not?

What causes you to see what is or is not there? Why does it matter? And what can we do about this?

This is one of the oldest—and most famous—challenges of philosophy. Two and a half millennia ago, in The Republic, Plato challenged us to question how we see what we see—how what we see makes us think. In the allegory of the cave, he asks us to consider how we would see the world with limited information—and how we would respond when we learned more information. The implications of this mind experiment are still radical.

“Seeing” is, of course, not limited to vision. Seeing can be understood, more broadly, as the way we interpret facts and ideas. When we “see” something, we recognize its existence. Once we recognize it, we have to deal with it. Do we stop what we are doing and try to figure it out or act on it. Or do we carry on as if we don’t see it?

Looking Forward

The ‘Negative Capability’ Letter

In 1817 John Keats wrote this letter to his brothers. I am publishing it here as a “guest post” because we need to return to this wisdom regularly.

Sunday [21 Dec. 1817] Hampstead

My dear brothers,

I must crave your pardon for not having written ere this.

I saw Kean return to the public in ‘Richard III’, and finely he did it, and, at the request of Reynolds, I went to criticize his Luke in Riches. The critique is in to-day’s ‘Champion’, which I send you, with the Examiner, in which you will find very proper lamentation on the obsoletion of Christmas Gambols and pastimes: but it was mixed up with so much egotism of that drivelling nature that pleasure is entirely lost. Hone, the publisher’s trial, you must find very amusing; and, as Englishmen, very encouraging — his Not Guilty is a thing, which not to have been, would have dulled still more Liberty’s Emblazoning — Lord Ellenborough has been paid in his own coin — Wooler and Hone have done us an essential service — I have had two very pleasant evenings with Dilke, yesterday and to-day, and am at this moment just come from him, and feel in the humour to go on I spent Friday evening with Wells, and went next morning to see Death on the Pale Horse. It is a wonderful picture, when West’s age is considered; But there is nothing to be intense upon; no woman one feels mad to kiss, no face swelling into reality — The excellence of every art is its intensity, capable of making all disagreeables evaporate, from their being in close relationship with Beauty and Truth. Examine ‘King Lear’, and you will find this exemplified throughout; but in this picture we have unpleasantness without any momentous depth of speculation excited, in which to bury its repulsiveness — The picture is larger than ‘Christ rejected’.

I dined with Haydon the Sunday after you left, and had a very pleasant day, I dined too (for I have been out too much lately) with Horace Smith, and met his two Brothers, with Hill and Kingston, and one Du Bois. They only served to convince me, how superior humour is to wit in respect to enjoyment — These men say things which make one start, without making one feel; they are all alike; their manners are alike; they all know fashionables; they have a mannerism in their eating and drinking, in their mere handling a Decanter — They talked of Kean and his low company — Would I were with that Company instead of yours, said I to myself! I know such like acquaintance will never do for me and yet I am going to Reynolds on Wednesday. Brown and Dilke walked with me and back from the Christmas pantomime. I had not a dispute but a disquisition, with Dilke on various subjects; several things dove-tailed in my mind, and at once it struck me what quality went to form a Man of Achievement, especially in Literature, and which Shakespeare possessed so enormously — I mean Negative Capability, that is, when a man is capable of being in uncertainties, mysteries, doubts, without any irritable reaching after fact and reason — Coleridge, for instance, would let go by a fine isolated verisimilitude caught from the Penetralium of mystery, from being incapable of remaining content with half-knowledge. This pursued through volumes would perhaps take us no further than this, that with a great poet the sense of Beauty overcomes every other consideration, or rather obliterates all consideration.

Shelley’s poem is out, and there are words about its being obiected to as much as “Queen Mab” was. Poor Shelley, I think he has his Quota of good qualities, in sooth la!!

Write soon to your most sincere friend and affectionate Brother

John