(Second of 3 Parts)

Obviously, the conflict is the problem to be resolved in a story. If you are familiar with the literature, you know that there are three categories of conflict – man vs. man, man vs. nature, and man vs. himself. Janet Burroway proposed that the following should be included – man vs. society, man vs. God, and man vs. machine. We may also refer to them as sources of conflict.

In one of my literature classes in the Philippines, I told my students to watch the movie “Titanic.” That was when our topic was “elements of fiction.” Students would prefer watching movies over reading short stories or novels when dissecting stories.

When I asked them to identify the story’s central conflict, most answered “man vs nature.” You would understand why that was the answer they gave –Jack and Rose (and all the rest of the passengers) have to survive the ship’s sinking.   They were surprised when I told them that there was a dual conflict in the story. There are two sources – “man vs nature” and “man vs man.” While the star-crossed lovers try to figure out how to stay away from the icy water of the ocean, they also have to contend with an extremely angry Cal and his loyal minion Lovejoy.

That’s how clever some writers are. They push their readers or audience closer to the edge of their seats – to the edge of the cliff of excitement – by inserting a conflict within a conflict. With that, they make the “rising action” more intense. When a writer uses multiple sources of conflict, with all the conflicts equally significant, I call it “layered conflict.” (I am not sure if I was the first to call it this way.)

What if the one who wrote the script for The “Titanic” added an extra layer of conflict? Let’s say somebody steals the necklace (“Heart of the Ocean”), and Rose asks Jack if they have to do everything to return it. Let’s say that the thief is a hardened criminal who is willing to kill just to keep what he has stolen. Would the story be more exciting if, while the lovers are trying to survive the unfolding sea tragedy, they have to pursue the one who took the expensive jewel and at the same time hide from Cal and Lovejoy?

I told my students that it would be easier to explain a story’s conflict by starting with a guide question. In the case of the dual conflict in The Titanic, the questions should be: Will Jack and Rose survive the anger of Cal? Will they (also) survive the sinking of the ship?

In another class – Literary Criticism –  I taught my students how to trace symbolism in stories. I also used the movie Titanic for the activity. It was easy for them to pick the necklace and explain its symbolism – that the jewel symbolizes Rose’s heart and her love for Jack. They gave nothing more about symbolism after the necklace.

So, I told them that they should not focus only on objects for symbolism. The story – the writer – may try to convey meaning through events in the story. For example, I  asked them if they could see any meaning beyond the band continuing to play while the ship was sinking. What about the sinking of the Titanic? What does it convey?

I told them that the decision of the band to continue playing while the ship sinks conveys two things. Firstly, it shows the resilience of the human spirit in the face of tragedy. Secondly, there are people who when confronted by whatever is inevitable, could face it courageously.

And what does the sinking of the mighty “Titanic” symbolize? It shows how helpless mankind is against the forces of nature.

Part 3

Part 1