A Demonstration of the Linear Modeling Kit
The Linear Modeling Kit, an application designed by the writers, is a compiled
program that allows users to make narrative generators. The generators produce
narratives made of user-created text strings arranged according to
user-specified rules. The software's authors use the LMK in literature courses
as a way of helping students think more deeply and precisely about narrative and
narrative theory. Students are asked to "program" their own understanding of a
narrative theory into the LMK, thus creating a narrative generator; and the
quality of the skeletal narratives the resulting generator can produce indicates
the powers of the students' understanding.
Essentially, a Linear Modeling Kit generator is a simple computer program that
generates statements using a supplied vocabulary and rules about how vocabulary
pieces may be connected. The user may create any number and kind of categories.
For example, narrative categories might be called "exposition," "complication,"
"climax" and "denouement" or, in the context of Vladimir Propp's analysis,
"initial situation," "absentation," "interdiction," "violation," etc.
The user may then enter any number of text strings which exemplify these
categories: for instance, "Two young children once lived in a large forest"
might be placed in the category "exposition." After having created categorized
lists of strings, the user would then create rules for their linking: for
example, a generator may be programmed to go from initial situation to
absentation and then to interdiction or, perhaps, to go from initial situation
either to absentation or to interdiction and then to loop back to an earlier
category. The generator randomly selects a text string from each category list
it visits, so the resulting narrative is a direct consequence of the analysis
represented by categories and combinatory rules.
The LMK also allows the user to "mark" text strings for any attribute. For
example, a string could be marked masculine or feminine to ensure a continuity
of gender in the protagonist, or it could be marked on a scale of one to ten for
stylistic formality or violence or oral imagery or for any attribute deemed
relevant by the user.
In our classes, we ask students to study a particular kind of narrative (for
instance, the bildungsroman or the contemporary
romance) and to create a generator that will produce skeletal narratives of that
kind. The narratives, thus, become a kind of test of the students'
understanding? Do the narratives "sound like" skeletal versions of the bildungsroman? If not, what is missing in the theory
by which the generator was produced?
We have found the pedagogy to be an extremely powerful one which urges students
to think about narratives and narrative theory with unusual precision.
We will demonstrate the interactive creation of a narrative generator and show
examples of a wide variety of student-produced generators.