PIXAR Story Formula

Once upon a time there was _____.

(And) Every day, _____.  
(Until) One day _____. 
Because of that, _____. 
Because of that, _____. 
Until finally _____.
And ever since that day _______ .

See bottom for simplified version of instructions.

Once upon a time there was _____.

       These opening words remind us that our first responsibility as storytellers is to introduce our characters and setting. Fix the story in time and space. Instinctively, your audience wants to know: Who is the story about? Where are they? When is this taking place? You do not have to provide every little detail, but you must provide enough description to hook your audience or reader. You want the reader to know have everything needed to understand the story to follow.  In a movie or play, this would be the beginning of Act I. Keep in mind that you should plan the ending of your story before figuring out the middle of your story.

(And) Every day, _____.  

       With characters and settings established, you can begin to tell the audience or reader what life is like in this world every day. In The Wizard of Oz, for example, the opening scenes establish that Dorothy feels overlooked, unloved, and dreams of a better place "over the rainbow." This is Dorothy's "world in balance," and don't be confused by the term "balance." This does not imply that all is well - only that this is how things are.

(Until) One day _____.    (inciting incident/pivotal event)

       Something happens that throws the main character's world, forcing them to do something, change something, attain something that will restore the old balance or establish a new equilibrium. In story structure, this moment is referred to as the inciting incident. It is the pivotal event that launched the story.
       In The Wizard of Oz: the tornado provides the inciting incident by apparently transporting Dorothy far, far away from home.
       In Harry Potter and the Sorcerer's Stone: the letter to Harry from Hogwarts is the pivotal event.

(And) Because of that, _____. 

      Your main character or protagonist begins the pursuit of the his goal. This is the main body of the story. After being literally dropped into the Land of Oz, Dorothy desperately wants to return home, but she is told that the only person who can help her lives miles away. So she must journey by foot to the Emerald City to meet a mysterious wizard. Along the way she will encounter several obstacles (apple-throwing trees, flying monkeys, sleep-inducing poppy fields, etc.). These things only make the narrative more interesting.  In a movie or play, this would be the beginning of Act II. 

(And) Because of that, _____. 

        Dorothy achieves her first objective which is meeting the "Great and Powerful Wizard of Oz." But, this is not the resolution of her dilemma. This is not the end of her story. Because of this meeting, she now has another objective: kill the Wicked Witch of the West and deliver the evil witch's broomstick to the Wizard. NOTE: In shorter stories you might have only one "because of this." No matter what, you need at least one "because of this."

Until finally _____.

      This is where the story approaches the moment of truth.  In a movie or play, this would be the beginning of Act III .  In The Wizard of Oz this is when Dorothy succeeds in her task and presents the Wizard with the deceased witch's broom.  At this point the Wizard must keep his promise to help her return to Kansas. He does this, but things do not happen in quite the way the audience or reader expects.
      The conflict or problem is finally and creatively resolved. 
      1) Remember that coincidences to get characters into trouble are great; coincidences to get them out of it are cheating. 
      2) Remember that you should have planned your ending before you figured out the middle of your story.

And ever since that day _______ .

          The story should continue enough to show what all of this means to the protagonist. In The Wizard of Oz, what Dorothy learns that what she needed, she always had, and there's no place like home.

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PIXAR FORMULA ( simplified version )

Once upon a time there was _____. (character, setting, time AND place)

(And) Every day, _____.   (the norm)

(Until) One day _____.  (pivotal event / inciting incident)

Because of that, _____. ( Because of that, _____.  Can be repeated for effect)

action rising . . . climax of story

Until finally _____. (resolution)

And ever since that day _______ . (the new norm)

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GREAT GENERAL ADVICE 
(The 22 Guidelines of Storytelling - Pixar First author: Emma Coats ex-Pixar Storyboard Artist)

#1: You want your reader to admire a character more for trying than for their successes.

#2: You must keep in mind what’s interesting to an audience, not what is fun to do as a writer. They can be very different.

#3: Integrating the theme you chose is important. At the end of your story it will become obvious if the theme you planned held true. You will probably have to rewrite. This is part of the process.

#4: Once upon a time there was _____.
      (And) Every day, _____.  
      (Until) One day _____. 
      Because of that, _____. 
      Because of that, _____. 
      Until finally _____.
      And ever since that day _______ .

#5: Simplify. Focus. You might need to combine characters. Hop over detours. You might feel like you are losing valuable content but it sets you free.

#6: What is your character good at, comfortable with? Throw the polar opposite at them. Challenge them. How do they deal?

#7: Come up with your ending before you figure out your middle. Seriously. Endings are hard, make sure yours works.

#8: Finish your story, let go even if it is not perfect. In an ideal world you have both, but move on. Do better next time.

#9: When you’re stuck, make a list of what WOULD NOT happen next. This list will help.

#10: Dissect the stories you like. What you like in them is a part of you; you need to recognize it before you can use it.

#11: Putting ideas on paper allows you start fixing them. If a perfect idea stays in your head, you will never share it with anyone.

#12: Discount the 1st thing that comes to mind. Discount the 2nd, 3rd, 4th, 5th ideas – move the obvious out of the way. Surprise yourself.

#13: Give your characters opinions. Passive/malleable might seem likable to you as you write, but it’s poison to the audience.

#14: Why must you tell THIS story? What is it within you that feeds your story? That’s the heart of it.

#15: If you were your character, in this situation, how would you feel? Honesty lends credibility to unbelievable situations.

#16: What are the stakes? Give us reason to root for the character. What happens if they don’t succeed? Stack the odds against.

#17: No work is ever wasted. If it’s not working, let go and move on - it’ll come back around to be useful later.

#18: You have to know yourself: the difference between doing your best & fussing. Story is testing, not refining.

#19: Coincidences to get characters into trouble are great; coincidences to get them out of it are cheating.

#20: Exercise: take the building blocks of a movie you dislike. How d’you rearrange them into what you DO like?

#21: You gotta identify with your situation/characters, can’t just write ‘cool’. What would make YOU act that way?

#22: What’s the essence of your story? Most economical telling of it? If you know that, you can build out from there.

Ken Adams' version, which he calls The Story Spine, is one way to approach this.

5-17-23 Class Warm-Up

 Name: 

5-17-23

Class Warm-Up

1) Take the (S) subject opener sentence and change it (minimally) to create each OPENER style sentence.

Indicate properly. NO banned words, contractions, or dialogue.

2) Choose from the new sentences and add each of the DRESS UPs. Choose a different OPENER sentence for each DRESS UP

Indicate properly. NO banned words, contractions, or dialogue.

3) Pick your favorite sentence and use it to start an essay.

In the essay indicate:

1 of each DRESS UP

1 of each OPENER

1 M3

1 DEC

NO banned words, contractions, or dialogue

Include a correct Title Block, double space, indent.

CHECKLIST required under essay.

If you do not have the original subject opener sentence, use this one: 

(S) We waited in the shade for the locksmith to arrive.

TSI Concluding Paragraph Paradigm (SUPER SIMPLE) + (MAGIC WORDS)

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SUPER SIMPLE PARADIGM

Although _____________ (⇦ your opinion) is demonstrably correct, 
some have argued _____________ (⇦ the opposition's view).

However, this viewpoint on the present issue is negated by ______________, ______________, and ______________  (⇦ thesis statement reworded- reasons this is false). 

Therefore, in the long run, _______   (⇦ your opinion).    ≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈≈

SUPER SIMPLE PARADIGM ALTERNATE 1st SENTENCE

Although it is demonstrably correct that    (⇦ your opinion),

some have argued  (⇦ the opposition's view). 

However, this viewpoint on the present issue is negated by  ______________, ______________,

and ______________  (⇦ thesis statement reworded- reasons this is false). 

Therefore, in the long run,    (⇦ your opinion).

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MAGIC WORDS to use when writing a persuasive essay asking if a change should occur.

WANT CHANGE:  

Although  ( ⇦ your opinion verbalizing that a change is needed) is demonstrably correct (or, "the right

course of action,") 

some have argued that the status quo should be maintained 

DO NOT WANT CHANGE:

Although  ( ⇦ your opinion verbalizing that the status quo should be maintained) is demonstrably (or, "the

right course of action,") 

correct, some have argued that a change is needed

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TSI Concluding Paragraph Paradigms (w/ Examples)

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SUPER SIMPLE PARADIGM

Although it is demonstrably correct that _____________ (⇦ your opinion), 

some have argued _____________ (⇦ the opinion (broadly stated) that the opposition holds).

However, this viewpoint on the present issue is negated by the fact that ________________ (⇦ thesis statement reworded- reasons this is false).   

Therefore, in the long run, _______   (⇦ your opinion).

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SUPER SIMPLE PARADIGM ALTERNATE 1st SENTENCE  

Although (⇦ your opinion) is demonstrably correct , 

some have argued _____________ (⇦ the opinion (broadly stated) that the opposition holds).

However, this viewpoint on the present issue is negated by the fact that ________________ (⇦ thesis statement reworded- reasons this is false).   

Therefore, in the long run, _______   (⇦ your opinion).

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EXAMPLE (when a proposed change is at the crux of the issue at hand)

Prompt: Most public schools do not require that their students wear a uniform. This should change. School uniforms should be mandatory for public school students. Agree or disagree?

Magic words for a persuasive essay involving a proposed change  (⇦ the opinion (broadly stated) that the opposition holds): 

(The side that wants change - Uniforms SHOULD be required/mandated)  

some have argued it is best to maintain the status quo     

 OR  

(the side that does NOT want change - Uniforms should NOT be required/mandated)  

some have argued that a change is needed  

Persuasive Essay Involving a Proposed Change - TOPIC: School Uniforms

Mandatory School Uniforms     change

OR 

Uniforms in School Should NOT be Mandatory   status quo

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BRAINSTORM (NO CHANGE - NO UNIFORMS)

Reasons to support Uniforms in School Should NOT be Mandatory

• Expensive  

• Uncomfortable

• Creates visible division between schools

• If lose part of a uniform, not easily replaced (you cannot do without)

• Uniforms often have to be dry cleaned

• Hard to put on

• Hard to clean

• Sometimes do not go with the weather

• Easy to be identified  (by bad guys!)

• Students are not allowed to express their individual creativity through dress.  → stifles creativity 

BRAINSTORM (CHANGE - YES UNIFORMS)

Reasons to support Mandatory School Uniforms

• Not as expensive as most school wardrobes

• Easy to be identified (field trip and staying together!)

• Very formal / create studious atmosphere

• Create community (camaraderie)  “in the same boat”

• Promotes school pride

• Cuts down on bullying based on who has “better clothes”

• More efficient mornings / easier to prepare for school

• Uniforms decrease the ease of hiding contraband.

• More durable  (last longer bc the material is more sturdy)

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 THE “TSI CONCLUSION” FOR A PERSUASIVE ESSAY THAT ASSERTS (no change) UNIFORMS SHOULD NOT BE MANDATORY

Although it is demonstrably correct that school uniforms should be mandatory in public schools  (⇦ your opinion),  some have argued it is best to maintain the status quo.  (⇦ the opinion (broadly stated) that the opposition holds) However, this viewpoint on the present issue is negated by the fact that uniforms are formal, they cut down on bullying, and are more durable.   (⇦ thesis statement reworded- reasons this is false)    Therefore, in the long run, school uniforms should be required in schools   (⇦ your opinion) 

 THIS IS AYANNA’S “TSI CONCLUSION” FOR A PERSUASIVE ESSAY THAT ASSERTS (change) UNIFORMS SHOULD NOT BE MANDATORY

Although it is demonstrably correct that school uniforms should not be mandatory in public schools  (⇦ your opinion),  some have argued that a change is needed.  (⇦ the opinion (broadly stated) that the opposition holds) However, this viewpoint on the present issue is negated by the fact that uniforms create division between schools, it is too easy for predators to identify students in uniforms, and students are creatively stifled.   (⇦ thesis statement reworded- reasons this is false)    Therefore, in the long run, school uniforms should not be required in schools   (⇦ your opinion) 

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Try these other "fill in the blanks" paradigms. The words in red are extra lines.

SUPER-DUPER SIMPLE VERSION:

Although (⇦ your opinion)  is demonstrably correct, some have argued that (⇦ the opinion (broadly stated) that the opposition holds). 

This is because they think that  (⇦ the opinion (broadly stated) that the opposition holds). 

However, this  viewpoint is false because  (⇦ thesis statement reworded- reasons this is false).  

Therefore, in  the long run,  (⇦ your opinion).  

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ADDED LINES (CLOSEST TO THE TSI PARADIGM):

Although (⇦ your opinion)  is demonstrably correct, some have argued that (⇦ the opinion (broadly stated) that the opposition holds), 

believing that (⇦ a rewording or overarching reason that the opposition holds).   

However, this  viewpoint on  the present issue is negated by (⇦ thesis statement reworded- reasons this is false). 

Rather, (⇦ soundly counter their weak reason). Therefore, in the long run, (⇦ your opinion).  

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What might that look like in an essay?  

Here is an example of what a conclusion might look like if an essay was about mandatory school uniforms (and you took the "pro-uniform" stance - no change). You should work in your reworded thesis statement. 

NOTE: this paragraph is instill needs a SPECIFIC example:

Although requiring school uniforms is demonstrably the best choice, some have argued 
that the change is not justifiable, believing that maintaining the status quo is easier. 

However, uniforms are more cost effective over the course of the year, they
create camaraderie, and streamline daily preparation for the school day. 

Rather, the advantages of mandatory school uniforms are well worth changing the status quo. Therefore, in the long run, school uniforms are the easier and the best option for students.

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This conclusion assumes the  (thesis statement) 3 REASONS were:
1. uniforms save money
2. uniforms create camaraderie (a sense of community)
3. uniforms make it easier to get ready for school

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Here is an example of what a conclusion might look like if an essay was about mandatory school uniforms (and you took the "NO-uniform" stance - make the change) 

BRAINSTORM (NO CHANGE - NO UNIFORMS)

Reasons to support NO Mandatory School Uniforms

squelches individual creative expression

they are uncomfortable which interferes with concentration

not worth the cost bc the durability cannot be guaranteed

the uniforms make it easier to hide contraband 

a uniform makes a student an easier target for predators

PARADIGMS USED BY THE  NEXT STUDENT EXAMPLES:

Although   (⇦ your opinion)  is demonstrably correct, some have argued that (⇦ the opinion (broadly stated) that the opposition holds), 

believing that (⇦ a rewording or overarching reason that the opposition holds). 

However, this viewpoint on the  present  issue is negated  by (⇦ thesis statement reworded- reasons this is false). 

Rather,  (⇦ soundly counter their weak reason). Therefore, in the long  run,   (⇦ your opinion) .

OR

Although   (⇦ your opinion)  is demonstrably correct, some have argued that (⇦ the opinion (broadly stated) that the opposition holds), 

This is  because they think that  (⇦ a rewording or overarching reason that the opposition holds). 

However, this viewpoint is false because   (⇦ thesis statement reworded- reasons this is false).  

Therefore, in the long run,   (⇦ your opinion).  

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Jessie  (YES, UNIFORMS SHOULD BE MANDATORY - YES CHANGE)

               (BODY PARAGRAPH EXAMPLE) 

Although not requiring school uniforms is demonstrably correct, some have argued that school uniforms are for the best, believing that school uniforms would make back-to-school shopping cheaper. However, this viewpoint on the present issue is negated by the fact that school uniforms are not worth the cost because the quality of the uniforms can not be guaranteed, they squelch individual creative expression, and it makes it easier for predators to figure out who is a student. Rather, requiring school uniforms would make back-to-school shopping more expensive and will give the student an uncomfortable outfit that she or he will be forced to wear for an entire year. Therefore, in the long run, school uniforms should not be required.

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Emily  (NO UNIFORMS - NO CHANGE)

               (CONCLUSION PARAGRAPH)

Although school uniforms should not be required, some have argued that uniforms should be mandatory,  believing that this would solve a lot of problems.

However, this viewpoint on the present issue is negated by the fact that the uniforms may not be worth the cost because they might be made of cheap material, uniforms make students easier targets for predators, and allow for student creativity of expression.  Rather, wearing uniforms does not solve any problems. Therefore, in the long run, school uniforms should not be mandatory.

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Jonathan  (NO UNIFORMS - NO CHANGE)

                      (CONCLUSION PARAGRAPH)

Although mandating uniforms is not sensible, some have argued that uniforms stop bullying. This is because they mistakenly think that if everybody is dressed the same, people will not judge each other and bullying will end. However, this viewpoint is false because bullies will still pick on people about their hairstyle, jewelry, height, weight, or ethnicity. Rather than requiring uniforms, students should be allowed to choose their own attire which helps them feel empowered and confident. Therefore in the long run, uniforms should not be mandatory.

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Miya (NO UNIFORMS - NO CHANGE)

             (CONCLUSION PARAGRAPH)

Although not mandating uniforms is demonstrably correct, some have argued that uniforms are good. However, this viewpoint on the present issue is negated because uniforms endanger students, prevent them from concentrating in class, and do not let students express themselves creatively. Therefore, in the long run, wearing uniforms should not be required.

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