Formula for the Haunted House Tale

Copyright 2009 by Gary L. Pullman

As an adjunct to my "How to Haunt a House" series, I am adding this summary of the formula for the haunted house tale that Dale Bailey offers in American Nightmares: The Haunted House Formula in American Popular Fiction. Setting: a house 1. with an unsavory history 2. with an aristocratic name 3. disturbed by supernatural events unusually unrelated to human ghosts Characters: 1. a middle-class family or family surrogate, skeptical of the supernatural, who move into the house 2. knowledgeable helpers who believe in the supernatural 3. an oracular observer who warns of danger Plot: dual structure: 1. an escalating series of supernatural events which isolates the family physically and psychologically 2. the discovery of provenance for those events climax:

a. the escape of the family and the destruction of the house

or

a. the escape of the family and the continued existence of the house b. a twist ending that establishes the recurring nature of evil

Themes: 1. class and gender conflict 2. economic hardship 3. consequence of the past (especially unpunished crimes) 4. Manichean clash of good and evil 5. clash of scientific and supernatural world views 6. cyclical nature of evil Source: Bailey, Dale. American Nightmares: The Haunted House Formula in American Popular Fiction. Bowling Green, OH: Bowling Green State University Popular Press, 1999. Print.

Building Horror and Suspense Tobe Hooper’s Way, Part 2

Copyright 2009 by Gary L. Pullman

In Eaten Alive at a Chainsaw Massacre: The Films of Tobe Hooper, John Kenneth Muir explains some of the narrative and symbolic devices that Hooper uses in his film, Invaders From Mars (1986) to build horror and suspense.

According to Muir, Hooper is “quite expert at using the background and foregrounds of shots to convey important, frightening information” (109). In support of his contention, Muir offers a couple of especially instructive examples, worth quoting in their entirety:

Tobe Hooper’s use of film language in Invaders From Mars is the most impressive it’s been since The Texas Chainsaw Massacre. His always-on-the-prowl camera not only records David’s nightmare of alien invasion, [but] it [also] successfully expresses his situation, his mood, and his feelings of isolation. The opening shot of the movie, that of David and his Dad [sic] lying flat on their backs in the grass, stargazing, should be a peaceful, idyllic one. Instead, forecasting the horror to come, the high[-]angle perspective (always the harbinger of doom in the cinematic lexicon) grows increasingly disturbed. As the camera nears its objects, it commences a fast spin, rolling over and over as it nears David and his Dad [sic]. This spin reveals that David Gardner’s world is about to be turned upside down, and that below the surface of perfect suburbia, trouble exists.

Throughout the film, Hooper’s well-placed camera continues to express the plight of the film’s dreaming protagonist. On the school playground, David is farmed inside a metal jungle jim [sic], a surrogate jail cell of sorts, and the message is clear: he’s trapped like a caged animal. Of all the children on the playground, only Davis is “trapped” in this fashion, simultaneously indicating his special status (as the star of his own dream) as well as his knowledge of his isolation. Later, David is literally surrounded by cages, by stuffed, mounted animals in miniature cages in his teacher’s van, and the blocking is very much the same, expressing the identical point: this is a nightmare David cannot escape from. Instead of relying on art design, [William Cameron] Menzies [the director of the original film of which Hooper’s version is a remake] staged many shots, nay entire sequences, in minimalist oversized sets to achieve similar results: feelings of entrapment and isolation. Instead of relying on art design, Hooper falls back on his thorough understanding of film grammar, mise en scene and cutting (108-109).

Writers of short stories and novels, it may be argued, do not have the resources at hand that filmmakers do, and, even if they had, their medium is pen, ink, and paper (or, more likely, a computerized word processor and printer). What good, therefore, does it do the short story writer or the novelist to examine the narrative techniques of movie directors and cameramen? The short answer is that it’s not only possible, but desirable, to learn artistic techniques from as many artists as possible, without undue concern as to their form or genre, always with an eye as to how to adapt their methods to one’s own work. After all, filmmakers have certainly helped themselves generously to quite a few literary techniques as well as to the methods of other artists, visual, plastic, musical, and otherwise.

Instead of a camera, the writer has description. Description, it may be truly be said, is the writer’s camera. Using its powers, he or she can create symbolic images, just as Hooper does, with his spinning camera and high-angle camera perspective, and images of the Jungle Jim and the caged animals. (A literary master of such technique is Stephen Crane; consider his use of symbolic imagery in The Red Badge of Courage, for example, in which he describes the clearing in a forest near a battlefield in terms of a cathedral.) What a writer can learn, more specifically than merely the use of symbolic imagery, created through description, to express theme, convey a character’s emotion, suggest the narrative‘s tone, or to effect foreshadowing, perhaps, is what Muir points out concerning Hooper’s employment of mise en scene’s blocking out of the critical elements of a scene so as to exploit the background and the foreground of each separate shot. Before writing a scene, an author should write out, in a few sentences, as specifically as possible, the answers to such questions as:

1. What is the purpose of this scene?
2. Can a special perspective (camera angle, as it were) be used to heighten the reader’s interest and to emphasize key information (or maybe to shift the reader’s focus away from a bit of information--a clue, for example, in a murder mystery) in the scene?
3. What should the scene’s lighting be? Should it be direct, indirect, partial, full, from above, below, from one side or the other, from behind? (Anyone who has ever held a flashlight below his or her chin in an otherwise dark room knows what valuable tricks light can play in creating horror, fear, or suspense.)
4. What properties (“props”) should the scene include, and why? To what use should they be put?
5. What link is there between this scene and its predecessor, and what link is there between it and the next scene?
6. What colors will be used to describe the characters’ hair, eyes, clothes, the “props,” and other items contained in the scene?

In other words, start to think off scenes not as so many words on a page, sandwiched between other segments of words on other pages, but as an image (or a series of connected images) within the continuous flow of many other, related images which, together, tell a unified, coherent, and meaningful story. At the same time, though, consider how the scene can best perform its function, or purpose, within the whole of which it is a part, using symbolism, irony, composition, and other elements, both narrative and visual.

The result will be a more artistically told story, and a story that is apt to be taken more seriously. At times, it is enough, perhaps, to tell a story, but it is always better to tell a story well.

Building Horror and Suspense Tobe Hooper’s Way

Copyright 2009 by Gary L. Pullman

In Eaten Alive at a Chainsaw Massacre: The Films of Tobe Hooper, John Kenneth Muir explains some of the narrative and symbolic devices that Hooper uses in his film, Texas Chainsaw Massacre (1974), to build horror and suspense. First, Muir says, Hooper sets the tone of the film by using symbolic images that suggest that the world exists within an indifferent, or even hostile, universe in which human life is not only meaningless but also endangered. A corpse is shown, posed as if it were a work of art (55). Then, Hooper shows “close-ups of violent eruptions on the surface of our sun,” the red shade of which “belies a kind of anger,” the whole image implying, again, that “the universe is disordered, anarchic, even cruel.” Indeed, the sun and the moon may represent the eyes of the “cosmos,” suggesting that the cosmos is “watching from a distance” (56). One might even wonder if the heavenly orbs might suggest that God is observing the bizarre and hideous actions that transpire in the film. If so, the God who watches such horrors is obviously not a loving God, but a voyeur who is something along the lines of a sadist. A third image is that of armadillo road kill. It is important to observe that the armadillo “is overturned, upside down,” because such a position, Muir points out, “is a long-time signifier of death in the language of the cinema” (56). This image accomplishes a double task, Muir says. First, it reinforces the idea that “the ordered universe has become topsy-turvy” because although “the highway is a symbol of man’s intelligence and his need to connect one place to another,” the presence of the dead armadillo suggests that “above and beyond man’s sense of self-imposed order (the road), is the overriding chaos of the universe” (56). Second, the image of the dead armadillo heralds a similar image of a homeless man, “signifying. . . the death and horror to come”:

Not long after the shot of the armadillo, a drink is seen in the cemetery to be lying in the same position as the road kill. . . . In fact, this is the film’s second “armadillo” shot: the drunk’s face is upside down in the frame too, out of order, signifying again the death and horror to come (56).

So far, three images have conspired, so to speak, to indicate that the world exists within an indifferent, or even hostile, universe in which human life is not only meaningless but also endangered. Next, sound--or, more specifically--music is used to further underscore the universe’s cosmic indifference to humanity:

The music in the film. . . is distinctly unpleasant, all cymbal crashes and echoes; highly discordant and jarring. There is no lyrical theme running through the music, no recognizable leitmotif, only a jumble of ugly, seemingly random sounds strung together. Like the eruptions on the surface of the sun, the music reflects the absence of equilibrium, sanity, reason, and order in the universe” (56).

This sense of an unintelligible, meaningless, and possibly hostile universe comes across even more clearly when there is, as it were, a “theme” or “leitmotif” to man-made sounds, such as, for example, the news report to which one of the film’s characters is listening at the moment that he is struck and killed by a passing truck while he is busy reliving himself into a cup while standing at the edge of the road. The report is full of seemingly random events of a “discomforting” character, which, taken together, indicate “a disordered, uncaring universe” (57). Having used both images and sound to symbolize such cosmic indifference to humanity, Hooper now turns his film’s attention to its characters, eliminating, from the very outset, first the group of victims’ “alpha male,” followed, in short order, by the elimination of the second male, which leads the female character on her own, with “no ‘male’ figure to cling to at all” (57-58). Hooper ratchets up the film’s horror and suspense by refusing to grant the character’s experiences any meaning; what happens to them--and, vicariously, to the audience, has no cognitive or epistemological significance; they learn nothing from it. Therefore, their experience is without value:

He denies his viewers the critical act of learning. . . . an audience usually learns important facts from the story’s structure or through the expositional dialogue of the main characters. . . . Knowledge does not pass from one protagonist to the next and no acts are explained or even rationalized. . . . They are killed without learning anything. . . and so the audience doesn’t learn anything either (58).

The failure to explain the bizarre, violent incidents lends the film verisimilitude, Muir suggests, because, in moviegoers’ own lives, similar events transpire, without readymade answers (58). By setting up a series of expectations on the parts of both his characters and the audience and then frustrating or “overturning” them, Hooper maintains the horror, the randomness, and the suspense of his movie’s action, Muir adds: “They go to the gas station expecting gas, but it’s out of gas. They go to the swimming hole expecting water, but it’s dry. They go to the friendly looking farmhouse down the lane expecting help but find only insanity and death” (58). Likewise, the characters are dwarfed by their surroundings, which suggests that they are of comparatively little significance whose lives are often on the verge of extinction, whether they are aware of their danger or not:

Hooper takes special pains to accentuate the vastness of the universe around his young characters. . . . Hooper sees [them] much as those very characters view the spiders in the web or the cows locked away in the slaughterhouses. They’re little, meaningless creatures, running around in their lives with a sort of tunnel vision, unable to see that they inhabit a much larger and terribly frightening domain. As human beings, we. . . do a hundred “normal” and “routine” things . . . while unaware that a tornado could be approaching, or that a serial killer could be roaming the very neighborhood where we live. But we impose a false sense of order (and hence security) in our everyday existence and Tobe Hooper’s modus operandi is to strip all that away. . . . We‘re victims of a universe that unfolds randomly (59-60).

According to Muir, Hooper is not necessarily an atheist. It could be that “the universe has a plan”; it’s just that “humans don’t know what it is, or even if they’re important to it” (60), a point that Hooper underscores through imagery, camera angles, and his characters’ dialogue:

Under the uncaring eye of the distant sun, Jerry’s van picks up the Hitchhiker. . . . Under a giant blue sky, the Hitchhiker [one of the film’s antagonists] and the van itself might as well be ants on a hill or cows in the slaughterhouse. . . . Hooper and cinematographer [Daniel] Pearl make inventive use of the low angle perspective. . . . [to reveal] the inherent hierarchy (or disorder) of the universe. High above his oblivious characters stand outer space, suns, and galaxies. And those cosmic entities could not care less that five teens are about to meet their makers in a backwater corner of some place called Texas.

The film’s dialogue reinforces many of these themes (60).

The film’s central antagonist, the cannibalistic, transvestite, serial killer name Leatherface, is himself an embodiment of Hooper’s view of the universe as an uncaring, hostile place: “Ultimately, the very nature of Leatherface’s villainy is a prominent part of Hooper’s thesis about the universe, too.” For example, “he doesn’t want to have sex with the lovely Sally.” Instead, as if she were nothing more than a cow in a slaughterhouse, “where her grandfather once worked,” Leatherface would rather slaughter and eat Sally and wear her face as a mask (60).

The sole survivor, Sally survives merely by chance: she “happens to get a break, to escape the crazies and make it to the road beyond the farmhouse but none of that is part of a design or intentional strategy on her part. It’s just the law of averages” (66); the universe remains impartial in its indifference to all humanity. Moreover, as Muir points out, Sally’s escape may not have left her unscathed emotionally: “her sanity is in serious question at the end of Chain Saw” (66). Finally, Hooper uses even seemingly random business and road signs to reinforce his movie’s horror and suspense:

Also interesting is Hooper’s appropriate use of signage at just the right times to provide the audience with subconscious clues about the horror to come. At the gas station, there is a sign reading “Gulf,” quite an appropriate brand for a half-way place between two regions, in this case the normal and the insane. Shortly thereafter, another sign reads “STOP” as the protagonists near the old Franklin place, a visual warning that is ultimately ignored (67).

It should be obvious that Hooper is a consummate director of horror films, adept in the use of symbolic imagery, instrumental music, the denial of thematic meaning to his characters’ experiences, frustrated expectations, irony, size discrepancies between characters and their vast surroundings, dialogue, business and road signs, and other forms of non-verbal communication to suggest both horror and suspense. Any storyteller, whether of film or literary fiction, interested in the horror genre would do well to study the techniques of such a master. Fortunately, Muir’s study of precisely this topic, in Eaten Alive at a Chainsaw Massacre, helps one to do just this.

The Fill-in-the-Blank Guide to Writing Fiction

Copyright 2009 by Gary L. Pullman

 

Creating Characters

 

1. Create the Character’s General Profile. 

Creating a character is largely a matter of making choices, or decisions. To aid you in making these decisions, you can use a fill-in-the-blank decision-making template. We will start with a blank template. Then, we will fill in its blanks to show an example of how the template can be used to create a character. Notes: If one of the blanks does not apply, simply write "N/A" in it, to indicate that the blank (and the situation to which it refers) is “not applicable.” When necessary, add more blanks--for example, your character may have more than one friend or coworker. You may want to add brief notations in parentheses after an entry. For example, if the character is separated or divorced from a spouse, you may want to indicate this situation by the parenthetical notation “(separated)” or “(divorced).” You can add other elements, represented by labeled blanks, to further extend the construction of your character.

____________________ (name of character) is a(n) ____________________ (age of character) ____________________ (social role of character), who works as a(n) ____________________ (vocation of character), supervised by ____________________ (name of character’s supervisor) and assisted by ____________________ (name of coworker or coworkers; add blanks as necessary); his or her friend (or friends) is (are) ____________________ (name[s] of character’s friend or friends; add blanks as necessary), whom he or she met while he or she was ____________________ (name of activity that the character was performing when he or she met his or her friend or friends). The character lives in ____________________ (name of hometown and state) at (in) ____________________ (type of residence--for example, home, apartment) with ____________________ (name[s] of family member or members or roommate or roommates; add blanks as necessary), his or her ____________________ (type of relationship between other resident or residents and the character). His or her boyfriend or girlfriend or spouse is ____________________ (name of character’s boyfriend or girlfriend or spouse), whom he or she met at ____________________ (name of place at which the character met his or her boyfriend or girlfriend or spouse), while ____________________ (type of the activity that the character was performing when he or she met his or her boyfriend or girlfriend or spouse).

Here is an example:

Buffy Summers (name of character) is a(n) 16-year-old (age of character) high school student (social role of character), who works as a(n) vampire slayer (vocation of character), supervised by Rupert Giles (name of character’s supervisor), and assisted by Xander Harris, Willow Rosenberg, Cordelia Chase, and others (name[s] of coworker or coworkers; add blanks as necessary); his or her friend (friends) is (are) Xander Harris, Willow Rosenberg, Cordelia Chase, and others (name[s] of character’s friend or friends; add blanks as necessary), whom he or she met while he or she was attending high school (name of activity that the character was performing when he or she met his or her friend or friends). The character lives in Sunnydale, California (name of hometown and state or country) at (in) home (type of residence--for example, home, apartment) with Joyce Summers (name[s] of family member or members or roommate or roommates; add blanks as necessary), his or her mother (type of relationship between other resident or residents and the character). His or her boyfriend or girlfriend or spouse is Angel (name of character’s boyfriend or girlfriend, husband or wife), whom he or she met at The Bronze (a club for teenagers) (name of place at which the character met his or her boyfriend or girlfriend or spouse), while he or she was dancing (type of activity that the character was performing when he or she met his or her boyfriend or girlfriend or spouse).

To make your character profile easier to read, simply eliminate the underlines, any unneeded or redundant material, and the parenthetical elements:

Buffy Summers is a 16-year-old high school student who works as a vampire slayer, supervised by Rupert Giles, and assisted by Xander Harris, Willow Rosenberg, Cordelia Chase, and others; her friends are Xander Harris, Willow Rosenberg, Cordelia Chase, and others, whom she met while she was attending high school. The character lives in Sunnydale, California, at home with Joyce Summers, her mother. Her boyfriend is Angel, whom she met at The Bronze (a club for teenagers), while she was dancing.

Notes: If the character’s situation changes, update the template. For example, Buffy Summers graduates from high school and attends UC Sunnydale. Thereafter, she drops out of college and returns home. She also acquires a kid sister, Dawn, and her mother dies. Her friend Willow moves in with her, and they acquire another roommate. For a while, Giles moves back to England, so she is without a supervisor, or mentor. Her friend Cordelia Chase moves to Los Angeles, and Buffy sees her only rarely thereafter. Other slayers (Kendra and Faith) are introduced, as are a group of Potential Slayers, all of whom complicate the plot and its various conflicts. Using a copy of the blank template, repeat the process for each character in your story.

2. Create the Character’s Back Story. A character’s back story makes him or her more believable as a character and can help to establish his or her motivation for taking the course of action that he or she adopts in his or her present situation. Make sure that the back story relates to and supports the main story that is presently being told. Otherwise, it will be irrelevant and confusing to the reader. To aid you in making these decisions, you can use a decision-making template, such as the one that we use, which takes the form of a fill-in-the-blank format. We will start with a blank template. Then, we will fill in its blanks to show an example of how the template can be used to create a character’s back story.

Notes: Many of the same notes apply to creating the character’s back story as apply to creating his or her general profile.

Before _________________ (name of character) _________________ (incident that precipitated the character’s present situation, in general), he or she was a(n) _________________ (social role of character) living in ____________________ (name of hometown and state) at (in) ____________________ (type of residence--for example, home, apartment) with ____________________ (name[s] of family member or members or roommate or roommates; add blanks as necessary), his or her ____________________ (type of relationship between other resident or residents and the character). His or her boyfriend or girlfriend or spouse is ____________________ (name of character’s boyfriend or girlfriend or spouse), whom he or she met at ____________________ (name of place at which the character met his or her boyfriend or girlfriend or spouse), while ____________________ (that the character was performing when he or she met his or her boyfriend or girlfriend or spouse). At this time of his or her life, the greatest difficulty or problem that he or she faced was ____________________ (type of difficulty or problem), which resulted in ____________________ (result of difficulty or problem), and now affects him or her by ____________________ (brief explanation as to how the difficulty or problem NOW affects the character).

Here is an example:

Before Buffy Summers (name of character) moved to Sunnydale, CA (incident that precipitated the character’s present situation, in general), he or she was a(n)high school student (social role of character) living in Los Angeles, CA (name of hometown and state) at (in) home (type of residence--for example, home, apartment) with Joyce Summers and Hank Summers (name[s] of family member or members or roommate or roommates; add blanks as necessary), his or her parents (type of relationship between other resident or residents and the character). His or her boyfriend or girlfriend or spouse is N/A (name of character’s boyfriend or girlfriend or spouse), whom he or she met at N/A (name of place at which the character met his or her boyfriend or girlfriend or spouse), while N/A (that the character was performing when he or she met his or her boyfriend or girlfriend or spouse). At this time of his or her life, the greatest difficulty or problem that he or she faced was her parents’ divorce and her calling to be the current vampire slayer (type of difficulty or problem), which resulted in her blaming herself for her parents’ divorce and her desire to live a normal life (result of difficulty or problem), and now affects him or her by making her desire to please her father and causing her to divide her loyalties between her duty and her desire to socialize (brief explanation as to how the difficulty or problem NOW affects the character).

Again, if the character’s back story is further developed, update the template. For example, Buffy Summers’ father comes to visit her in Sunnydale on several occasions, and a demon uses her guilt concerning her parents’ divorce to emotionally manipulate her. Buffy’s desire to date and to socialize with her friends often causes problems between her and her supervisor, the Watcher Rupert Giles, and between her and her mother, Joyce; in addition, it sometimes endangers others. At one time, she even considers “quitting” her “job” as a slayer and letting others (Kendra, Faith, and her friends) take over her duties. Although she remains true to her calling, doing so requires many personal sacrifices.

Finally, simplify the result to facilitate the ease with which it is read:

Before Buffy Summers moved to Sunnydale, CA, she was a high school student living in Los Angeles, CA, at home with Joyce Summers and Hank Summers, her parents. At this time of her life, the greatest difficulty or problem that she faced was her parents’ divorce and her calling to be the current vampire slayer, which resulted in her blaming herself for her parents’ divorce and her desire to live a normal life, and now affects her by causing her to seek to please her father and to divide her loyalties between her duty and her desire to socialize.

3. Define the Character’s Major and Minor Conflicts. The character must be involved in at least one major and usually several related minor conflicts between or among aspects or elements of nature, him- or herself, other characters, and/or God. In other words, conflicts will be natural, psychological, social, and spiritual or theological. Use the following template to identify this conflict or these conflicts. Notes: Many of the same notes apply to identifying the conflict in which your character is involved as apply to creating his or her general profile. If several conflicts are in operation in your story, you may want to develop a template for each type of conflict and each specific example of the conflict that your character encounters rather than try to represent all of them on a single template.

As a(n) ________________ (social role of character) and a(n) _________________ (vocation of character), __________________ (name of character) is in conflict with __________________ (force, plant, animal, person, group, or spiritual being) concerning __________________ (brief description of the nature of the conflict), which conflict is resolved by __________________ (method of conflict’s resolution), when __________________ (brief description of character’s action in resolving the conflict) in (at) __________________ (location at which the conflict is resolved).

Here is an example:

As a(n) high school student (social role of character) and a(n) vampire slayer (vocation of character), Buffy Summers (name of character) is in conflict with her calling (force, plant, animal, person, group, or spiritual being) concerning foregoing a “normal life” in favor of slaying vampires (brief description of the nature of the conflict), which conflict is resolved by the near death of her mother and one of her friends because of Buffy’s neglect of her duties as the slayer (method of conflict’s resolution), when Buffy resumes her duties as the slayer (brief description of character’s action in resolving the conflict) in (at) Sunnydale, CA (location at which the conflict is resolved).

Again, simplify the result to facilitate the ease with which it is read:

As a high school student and a vampire slayer, Buffy Summers is in conflict with her calling concerning foregoing a “normal life” in favor of slaying vampires, which conflict is resolved by the near death of her mother and one of her friends because of Buffy’s neglect of her duties as the slayer, when Buffy resumes her duties as the slayer in Sunnydale, CA.

4. Identify the Character’s Motivation(s). The character must act because something internal (intrinsic) or external (extrinsic) compels him or her to act. This compulsion, the character’s motivation, must be both significant (meaningful and important) and powerful, especially if his or her acting upon this motive could or actually does endanger him- or herself or others. As a result of a past or present experience, this motive will be grounded in some belief, emotion, or value. At the same time, the character’s motive may make him or her sympathetic to the reader. Use the following template to identify the character’s motivation.

Notes: Many of the same notes apply to identifying your character’s motivation as apply to creating his or her general profile.

________________ (name of character) is motivated to ________________ (vocational role of character) by his or her ________________ (belief, experience, emotion, or value) because ________________ (name of experience, past or present, which established the character’s motive).

Here is an example:

Buffy Summers (name of character) is motivated to slay vampires (vocational role of character) by his or her valuing of human life and social justice (belief, experience, emotion, or value) because her friends and family were nearly killed by a vampire (name of experience, past or present, which established the character’s motive).

Again, simplify the result to facilitate the ease with which it is read:

Buffy Summers is motivated to slay vampires by her valuing of human life and social justice because her friends and family were nearly killed by a vampire.

Plotting the Story

Literary critic Gustav Freytag divided plots into five parts, or acts: (1) exposition, (2) rising action, (3) turning point, or climax, (4) falling action, and (5) resolution (comedy) or catastrophe (tragedy). In addition, he identifies two other points: (1) the inciting moment, which concludes the exposition as it initiates the rising action and (2) an optional moment of final suspense, in which the reader or viewer is left in doubt for a moment as to whether the protagonist shall succeed or fail in his or her attempt to realize the goal that he or she has set or that has been set for him or her. In the exposition, background information (such as the introduction of the protagonist and other characters, the identification of the setting, and the introduction of the basic, or main, conflict) is provided. The inciting moment initiates the rising action, wherein the conflict is complicated as a series of increasingly more difficult obstacles is placed between the protagonist and his or realization of his or her goal. The turning point, or climax, occurs as the protagonist begins to succeed or fail at his or her attempt to achieve his or her goal. (In a comedy, which is defined as a story in which the main character is better off at the end of the story than he or she was at the beginning of the story, things will go badly for him or her at the beginning of the story but will begin to improve at the turning point, or climax. In a tragedy, which is defined as a story in which the main character is worse off at the end of the story than he or she was at the beginning of the story, things will go well for him or her at the beginning of the story but will begin to worsen at the turning point, or climax.) The falling action unravels the conflict that was complicated during the rising action. If the story is a comedy, it will end in a resolution, whereas, if it is a tragedy, it will end in a catastrophe. With this information in mind, you can use the following template to structure the plot of your story:

The main character, _________________ _________________, wants to_________________ because _________________ , but he or she must struggle against _________________ _________________, who wants _________________ because _________________. This story takes place in _________________ (location) in _________________ (time period). To attain his or her goal, _________________ _________________ (the main character) must overcome the following, increasingly more difficult obstacles: _________________, _________________, and _________________ (add more if desired). For the main character, for whom everything goes _________________ (well or poorly) at the beginning of the story, the turning point (climax) occurs when he or she _________________, and then the opposite state of affairs ensues, as things begin to _________________(worsen or improve). At the end of the story, _________________ _________________ (the main character) _________________ (attains or does not attain) his or her goal, because _________________ (reason), learning that ________________ (lesson learned from the experience; the story’s theme) and, as a result, changes by _________________ (how the main character changes).

Here is an example:

The main character, Dorothy Gale, wants to return to her home in Kansas because she is homesick, but she must struggle against the Wicked Witch of the West, who wants Dorothy‘s ruby slippers because they are magic. This story takes place in Oz (location) in the present day (time period). To attain her goal, of returning home, Dorothy Gale (the main character) must overcome the following, increasingly more difficult obstacles: escape the fighting trees, survive the deadly poppy field, and seize the Wicked Witch‘s broomstick (add more if desired). For the main character, for whom everything goes poorly (well or poorly) at the beginning of the story, the turning point (climax) occurs when she is sent by the Wizard to seize the Wicked Witch‘s broomstick, and then the opposite state of affairs ensues, as things begin to improve (worsen or improve). At the end of the story, Dorothy Gale (the main character) attains (attains or does not attain) her goal, because Glinda, the Good Witch, tells Dorothy how to use the ruby slippers to take her home (reason), learning that there‘s no place like home (lesson learned from the experience; the story’s theme) and, as a result, changes by being content with her life on her Kansas farm (how the main character changes).

Again, simpifly the result to facilitate the ease with which it is read: eliminate the parenthetical elements, redundancies, and underlining, and make any other minor changes that are needed or desired:

Dorothy Gale wants to return to her home in Kansas because she is homesick, but she must struggle against the Wicked Witch of the West, who wants Dorothy's ruby slippers because they are magic. This story takes place in Oz, in the present day. To attain her goal, of returning home, Dorothy must overcome the following, increasingly more difficult obstacles: escape the fighting trees, survive the deadly poppy field, and seize the Wicked Witch‘s broomstick. For the main character, for whom everything goes poorly at the beginning of the story, the turning point occurs when she is sent by the Wizard to seize the Wicked Witch‘s broomstick, and then the opposite state of affairs ensues, as things begin to improve. At the end of the story, Dorothy attains her goal, because Glinda, the Good Witch, tells Dorothy how to use the ruby slippers to take her home, and she learns that there’s no place like home and, as a result, changes by being content with her life on her Kansas farm.

Establish the Setting

The setting of a story includes the time and place and the historical and the cultural milieu in which the action, or what happens, takes place. It is the container, as it were, of the story. Often, the setting will help you to determine who your characters are; what their interests, goals, and motivations are; and maybe even what the conflicts and the theme of your story will be. Use the following template to establish your story’s setting. Notes: Many of the same notes apply to establishing your story’s setting as apply to creating a character.

The story takes place at in (at) _________________ (place) at (in) __________________ (time period), during _________________ (historical period or event), and is important to the character’s _________________ (emotional or psychological state or conflict) because it _________________ (reason).

Here is an example:

The story takes place at in (at) Kansas and Oz (place) at (in) the nineteenth century (time period), during N/A (historical period or event), and is important to the character’s feelings about her home (emotional or psychological state or conflict) because it represents a place with which she is dissatisfied at first but a place with which she is content later (reason).

Again, simply the result to facilitate the ease with which it is read:

The story takes place in Kansas and Oz in the nineteenth century and is important to the character’s feelings about her home because it represents a place with which she is dissatisfied at first but a place with which she is content later.

Aphoristic Horror

copyright 2008 by Gary L. Pullman

Aphorisms, as themes, can give rise to story ideas. Consider the possibilities with regard to such a maxim as “Be careful what you wish for.” This adage could well have been the basis of W. W. Jacobs’ classic tale of terror “The Monkey’s Paw” (see the column to the right), in which a mother wishes for something she believes she wants, even though it is likely to be horrifyingly monstrous. (The same proverb, incidentally, could have been the basis for Stephen King’s novel, Pet Semetary, a sort of expanded and updated version of Jacobs’ story.)

Could “Two heads are better than one” have inspired Washington Irving’s “The Legend of Sleepy Hollow”?

When the antagonist is dealing agonizing death, the saying, “It’s better to give than to receive” certainly springs to mind as a basis for any number of horror stories, especially of the slasher variety.

Had the alien shape-shifting protagonist of a Ray Bradbury story hearkened to Polonius’ advice to Laertes, “To thine own self be true,” he wouldn’t have suffered the fatal fate that he did.

The cruel king and the courtiers upon whom Hop-Frog takes revenge in Edgar Allan Poe’s story “Hop-Frog” would have done well to remember, if they had ever learned, “If you can’t say something nice, don’t say anything at all,” because it was the king’s insult to the protagonist’s girlfriend Tripetta that initiated her lover’s plan to avenge her honor.

Secondary Antagonists

copyright 2008 by Gary L. Pullman

Some stories have a main antagonist and one or more lesser, secondary antagonists. The television series Buffy the Vampire Slayer was well known for having a Big Bad and a little bad each season except for the first, which was really more like a partial season, since it was comprised of only a dozen episodes. The Big Bad was the villain for the whole season, whereas the little bad was a villain for only a few episodes. The little bad was introduced before the Big Bad, often with several other villains following his or her debut, so as to keep viewers off-balance in discerning which of the several villains might turn out to be the Big Bad. Here’s the way the bads shake out for seasons two through six:

Other works of horror fiction also sometimes employ secondary antagonists.
Stephen King’s novel Carrie’s primary antagonist is Carrie White’s mother; the secondary anatomists are her high school’s bullies. It It, another King novel, the antagonist, a protean shape shifter able to take the form of anyone’s worst fear, is, in effect, its own secondary antagonists while, at the same time, is the novel’s primary antagonist as well.

Dan Simmons’ novel, Summer of Night, has a primary antagonist, and several secondary antagonists: the dead man walking (an eerily silent World War I doughboy’s ghost, huge worms with serrated teeth, a rendering company’s truck spooky driver, and others.

On occasion, a secondary antagonist will work independently of the primary antagonist, whereas, in other instances, he, she, or they will support the primary antagonist, often as a henchman or sidekick, as Spike and Drusilla serve and support Angel in Buffy; as Fritz (often erroneously called “Igor”) assists Dr. Henry Frankenstein in Frankenstein, the 1931 film version of Mary Shelley’s novel Frankenstein, or the Modern Prometheus; and as Dr. Montgomery aids and abets the criminal “research” that vivisectionist Dr. Moreau performs upon a deserted jungle island in H. G. Wells’ classic 1896 novel The Island of Dr. Moreau.

The use of a secondary antagonist can heighten a story’s suspense, complicate its plot (even becoming the basis or bases for an additional subplot or additional subplots), and can multiply and enrich the story’s theme.

Plot, Character, Setting and Theme as Narrative Starting Points

copyright 2008 by Gary L. Pullman

The four primary elements of fiction are plot, character, setting, and theme. Associated with most of these is a cluster of related components: plot is divisible into exposition, inciting moment, rising action, turning point, falling action, moment of final suspense, and (depending upon whether the narrative is a comedy or a tragedy) resolution or catastrophe.

Of course, all plots are also derived from, and developed upon, conflict. Likewise, setting is not merely a matter of a specific time and place, but it also entails the particular cultural milieu that exists in this particular time and place. Victorian London, for example, is quite different than nineteenth-century Tombstone, Arizona.

Similarly, character involves motivation, various personality traits, and, usually, interrelationships among several fictional persons. Only theme is simple, rather than complex, having no subordinate constituents.

Since any of these four elements is a potential starting point for a story, a writer may generate an idea for a story by considering plot, character, setting, or theme. Some writers, among them both C. S. Lewis and Stephen King, have been inspired by mental images of characters in specific situations or settings.

C. S. Lewis specified the image of a fawn, or satyr, carrying an armload of parcels, as the mental picture that launched The Chronicles of Narnia, and Storm of the Century, King says, began with his imagining a strange man incarcerated in a jail cell.

The placement of a character in a particular situation or setting is not a story, of course, but it is (possibly) the beginning of a story that could start by considering an interesting character. It is the starting point from which a series of questions can begin to be asked. The choice of a protagonist or an antagonist can also suggest, or even determine, the story’s counterpart as well. Once William Peter Blatty decided upon a demon—maybe Satan himself—as his story’s antagonist, an exorcist became the most logical choice of a protagonist. (Although The Exorcist is said to be based upon a true story, Blatty, as an author of fiction was free to select a character other than a priest as his protagonist, had he wished to do so; fact does not determine fiction, even when the latter is based upon the former.)

Dean Koontz says he begins many of his stories by involving a character in a bizarre situation that compels him or her to react to the incidents that ensue therefrom.

Many of Jesus’ parables begin as answers to his disciples’ questions concerning the meaning of the law or of right conduct in regard to particular situations. They are stories told, in other words, to impart wisdom. Their purpose is not primarily to entertain, but to instruct. Therefore, they originate as a means for expressing, in concrete terms, abstract ideas or values. They are theme-driven.

The Parable of the Prodigal Son illustrates the meaning of forgiveness. The Parable of the Good Samaritan shows the meaning of loving one’s neighbor. The Parable of the Mustard Seed shows the meaning of faith.

Horror stories, as cautionary tales, also often drive home a theme. Beowulf teaches the destructive and deadly effects of intertribal vengeance. The Shining shows the terrible consequences of self-absorption, self-indulgence, and child and spousal abuse. Cujo is not only about a rabid dog, but also about the devastating effects of adultery upon one’s marriage and family.

Sometimes, a setting will suggest a story. It is no accident that many horror stories take place in isolated environments, total institutions, or confining spaces. What other monster but the strange troglodytes could have inhabited the cavern into which, as if into Satan’s maw, the female spelunkers enter in The Descent? What better foe could beachgoers encounter in the finny deep than the gargantuan white shark with which Peter Benchley confronts his readers in Jaws? Likewise, the rain forest in which Special Forces soldiers first encounter the camouflaged extraterrestrial in Predator fairly cries out for such a monster as its antagonist.

Edgar Allan Poe’s essay, "The Philosophy of Composition," is the quintessential document, perhaps, alongside Aristotle’s Poetics, for the point of view that it is the plot that matters more than other elements (a point not always conceded by other authorities).

Poe argued that a writer should commence not at the beginning of his or her story but, on the contrary, with its end, working backward in determining the sequence of actions and other details that will best lead, inevitably, toward the narrative’s climactic finale, using his own narrative poem The Raven as an example of the process.

Many writers share Aristotle’s and Poe’s respect for plotting, so much so that they find themselves at a loss to put pen to paper (or, more commonly, finger to keyboard) until they have plotted the whole tale, from “A” to “Z.” (Others, such as Mark Twain, write the same way that the Who’s “Pinball Wizard” plays his game, blindly, as it were, purely “by inspiration.”)

The fact that a writer can generate a story from any of the four primary elements of fiction quadruples his or her opportunities for inspiration. It does more than this, however: it also provides the writer with a way of considering, and deciding, which element he or she wants to emphasize.

The author must consider whether the story highlights an individual’s actions in the face of fate (plot); personal limitations, abilities, and will (character); the effects of time, place, and culture on the understanding and development of character and the limitations imposed upon one by his or her environment (setting); or the lesson that the main character learns as a result of his or her experience, as recounted in the story (theme).

The choice that the writer makes at this initial point will affect the story as a whole and how the reader understands the tale. In this sense, four possible stories confront the writer, and he or she must choose which of the four to tell.

For horror story writers, Poe suggests a solution to this dilemma: pick the element that will best sustain and heighten fear and trembling. After all, that’s what horror is all about.