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Library / Narrativization and Narrative Studies Principles Framework
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Practical-Use Cards

These selected examples show extended combinations whose dependencies are easier to retain with a mantra. Choose and adapt the route to the actual difficulty; the cards do not prescribe a universal workflow.

NSTD-CONTINUATION - Develop an engaging continuation consistent with its source

  • Situation: A fictional continuation needs both narrative interest and consistency with the established world.
  • Question: How can the event connections, presentation order and viewpoint work together?
  • First useful result or blocker: A usable scene or sequence, or an unresolved source condition.
  • Mantra: Select constraints; connect events; choose what each viewpoint reveals; create interest; compare the result; repair the failed connection.
  • Start with: NSTD.1 for the source and constraints; NSTD.2 for their presentation order.
  • Stop or return: Finish with the supported continuation. Return a failed event connection to the source or proposed action, and weak engagement to viewpoint or presentation.
Expansion for NSTD-CONTINUATION

An author wants a continuation of a fictional story to be engaging while remaining consistent with the established world. NSTD.1 first selects the source material and the constraints the new story must respect: what characters know, what they can do, earlier events and the proposed continuation’s premises. That selection gives NSTD.2 something to order. The author can show a discovery late for suspense while keeping the underlying order of events recoverable.

Consider a constructed case: a character uses a key on Tuesday, but the supplied source says the character first obtains it on Wednesday. Moving the reveal of Wednesday’s event earlier in the text does not repair the Tuesday action. NSTD.3 tests the connection between obtaining the key and using it. The author must change the proposed action or establish a compatible earlier means of access, then check that proposal against the selected source. If neither is available, the scene remains unresolved.

NSTD.4 asks whose knowledge the chosen viewpoint reveals. The reader may be kept unaware of the key’s origin while the character already knows it; the two knowledge states must remain distinguishable. NSTD.5 can use that gap to sustain curiosity, provided the eventual explanation preserves the access condition. These decisions supply the material for NSTD.6: can the reader recover the event order, the available access and the difference between a delayed reveal and a missing cause? A continuity failure returns to source selection or event support. Weak suspense with intact continuity can instead return to viewpoint or engagement. The missing-key problem requires a supported event connection.

If an LLM drafts scenes, NSTD.7 connects these same decisions to generation: selected sources and constraints, content plan, ordering plan, wording, source comparison and evaluation before deciding the intended use. When fidelity remains in doubt, change the supplied access condition and inspect whether the generated scene responds, or ask a reader to reconstruct it without the prompt. A fluent scene that silently invents another key returns to planning or source qualification. The author remains responsible for accepting the scene. Publication rights require their own determination.

The result can be one usable scene, a repaired sequence or an unresolved source question. There is no need to construct an entire fictional universe before obtaining that result.

NSTD-LEARNING - Teach selection and use of methods across unfamiliar cases

  • Situation: Learners can repeat separate explanations but cannot choose a repair in an unfamiliar project.
  • Question: Which content, order and tasks will help them distinguish and perform the needed repair?
  • First useful result or blocker: A learning route with the support each task needs, and an evaluation of the learner’s resulting understanding or use.
  • Mantra: Name the learner’s next task; attach its prerequisites and support; vary the cases; inspect the response; repair content or timing.
  • Start with: NSTD.1 for the learning purpose and NSTD.8 for the route across cases.
  • Stop or return: Repair missing content or mistimed support where the response exposes it. Retain an adequate explanation; qualify learning and transfer claims by what was actually observed.
Expansion for NSTD-LEARNING

An engineering course presents source selection, ordering, viewpoint and evaluation in separate blocks. Learners can repeat each block’s explanation but struggle to choose a repair when an unfamiliar project story goes wrong. NSTD.1 turns that difficulty into the learning purpose: select and perform the appropriate repair in a new case. NSTD.8 separates this learning route from the source publication’s topic order.

The course can begin with a supported source-selection case, then introduce an ordering failure. It later returns to the first case with a viewpoint question and asks learners to distinguish the two repairs in unlabelled situations. NSTD.2 explains why this teaching order differs from the source’s organization. Before each task, NSTD.8 checks that the needed distinction, operation or accessible reference has been introduced. A deliberate initial attempt before instruction can help surface alternatives, but its subsequent explanation must resolve the difficulty.

NSTD.3 supplies concrete reconstruction questions; NSTD.5 selects examples or hooks that help learners stay with them. In the framework’s mathematical teaching case, a deformation image is useful only when the learner can recover which changes the formal definition allows and where the analogy ends. If that boundary is missing, adding another attractive image will not supply it. The formal definition and its mathematical justification remain in the source.

NSTD.6 evaluates the route and the account, expression and reader under the declared conditions, using C.2.8 for recoverable structure. First identify which necessary relations were recovered or missed; a count is useful only when the unit and selected set are defined. Keep this structural result separate from usefulness, human effort, retention and transfer. One successful response with a reference supports that observed use; it does not show unaided performance on unfamiliar work.

The response determines the return. A missing relation needs content repair; a demand encountered before its support needs a change in the route; an adequate explanation may need no change. Use E.22 when the improvement question or protected qualities need clarification, and E.23 to compare a worthwhile repair and re-evaluate what changed. Lessons, slides and exercises are the resulting teaching materials. The patterns explain how to construct and improve them.