“Both theater and reality, said Mr. Levy, came down to just three words—motivation; intention; and goal.
Every character has a goal—wanting to be rich, say. This is fulfilled by an intention designed to achieve it—like working hard, marrying the boss’s daughter, or robbing a bank. So far, so simple. The final component is the most important and, without it, characters remain two-dimensional.
We need to ask why.” (Alex Michaelides, The Fury)
Writing Exercise: Motivation, Intention, and Goal
Techniques Illustrated by the Quotation
1. Character Motivation: Exploring why a character wants what they want, delving into their emotional, psychological, or circumstantial backstory.
2. Intention as Action: Translating abstract desires into concrete, purposeful actions.
3. Depth through “Why”: Challenging surface-level explanations to uncover complex or conflicting reasons behind a character’s behavior.
Writing Prompt (500 words)
Write a scene in which a character pursues a specific goal (e.g., earning someone’s forgiveness, securing a high-stakes job, or achieving revenge). Begin with a clear goal and intention, then focus on exploring the character’s motivation in the moment of action. Ensure that their underlying “why” is revealed gradually through subtext, dialogue, or internal thought. For added depth, include an obstacle or complication that forces the character to confront the tension between their stated intention and their deeper motivation.
For example:
• A character attends a gala to woo a wealthy investor (intention: securing funding for their tech startup). Through their interactions, it’s revealed that their motivation stems not from ambition but from a desperate need to prove their self-worth to a dismissive parent.
• A teenager sneaks into a neighbor’s garage to retrieve a sentimental item they pawned (intention: reclaiming their past). Their motivation, however, is driven by guilt over betraying their late sibling’s memory.
Evaluation Criteria
1. Clarity of Goal and Intention: Is the character’s goal clear? Are their actions purposeful and specific?
• Strong Example: A character meticulously plans a bank heist and executes each step while battling moments of hesitation that reveal a fear of failure tied to childhood poverty.
• Weak Example: A character robs a bank “just because” with no personal stakes or backstory tied to their decision.
2. Depth of Motivation: Does the writing effectively explore why the character wants to achieve their goal? Are their motivations believable and nuanced?
• Strong Example: A character seeks a promotion, but their internal monologue reveals they crave stability after growing up in a volatile household.
• Weak Example: A character wants a promotion solely “to be successful,” with no deeper explanation or connection.
3. Integration of Subtext: Is the character’s motivation revealed naturally through actions, dialogue, or context, rather than exposition?
• Strong Example: A nervous smile and self-deprecating joke hint at a character’s insecurity during an argument with their boss.
• Weak Example: The character bluntly tells their boss, “I’m insecure because I’ve always felt undervalued.”
Follow-Up Questions for Workshopping/Revision
1. Does the character’s goal resonate with the reader? Is it clear, compelling, and specific enough to drive the narrative?
2. Are the character’s intentions believable and consistent with their personality and context?
3. Does the motivation feel complex and layered, or is it too simplistic?
4. How does the scene’s obstacle highlight the tension between intention and motivation?
5. Are there moments where subtext could replace explicit explanation?
Recommended Reading
Excerpt from The Great Gatsby by F. Scott Fitzgerald (Chapter 5): The scene where Gatsby orchestrates his reunion with Daisy. Gatsby’s goal (to rekindle a romance), his intention (planning every detail of the meeting), and his deeper motivation (a desire to rewrite the past and prove his worth) are masterfully intertwined.
This scene exemplifies the layered approach to motivation and intention that students should strive for in their own work.
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