Lois Lowry Quotes
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When I was a kid in the '50s, during the Eisenhower years, everything seemed to be working fine. I don't recall as a teenager ever worrying about the state of the future world.
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So many of my books, I don't want to say they have messages, but they have important things to say.
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In my writing, I focus lenses. I'm almost always seeing when I am writing.
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When I wrote 'The Giver,' it contained no so-called 'bad words.' It was set, after all, in a mythical, futuristic, and Utopian society. Not only was there no poverty, divorce, racism, sexism, pollution, or violence in the world of 'The Giver'; there was also careful attention paid to language: to its fluency, precision, and power.
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Kids deserve the right to think that they can change the world.
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I think I've written 40 books, and none of them have been heavy on action. I'm an introspective person.
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I don't read young adult or children's books, now that my grandchildren are beyond the age of my reading to them. I read reviews, and so I'm aware of what's out there. But I tend not to read the books.
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If somebody takes the time, a: to read a book that I have written, and then to b: care about it enough to write me and ask questions, surely I owe them a response.
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I tend not to think about audience when I'm writing. Many people who read 'The Giver' now have their own kids who are reading it. Even from the beginning, the book attracted an audience beyond a child audience.
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People do things that turn out badly, often for the most benevolent of reasons.
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I think of every book as a single entity, and some have later gone on to become a series, often at the request of readers.
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I prefer to surprise myself as I'm writing. I'm not interested in it if I already know where it's going. So I have only the most general sense of what I'm doing when I start a story. I sometimes have a destination in mind, but how the story is going to go from Point A to Point Z is something I make up as I go along.
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I would say that most of my books are contemporary realistic fiction... a couple, maybe three, fall into the 'historic fiction' category. Science fiction is not a favorite genre of mine, though I have greatly enjoyed some of the work of Ursula LeGuin. I haven't read much science fiction so I don't know other sci-fi authors.
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We live in times that are in many ways ambiguous. Maybe that's why kids want precision in what they read - they don't like that moral ambiguity.
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I was fortunate to live for 3 years in another country, and although we lived in an American compound, still as a young adolescent I did venture into the world of the Japanese with great interest and enjoyment. But many Americans never left that safe and familiar life among their own people.
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The grand surprise has really been the fact that being an author, which to me had always implied being a private person, actually requires you to be a public person as well, and those are two separate entities to me.
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My mind is always on whatever next project I'm working on.
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When I moved from Cambridge, I donated all my fiction. I carefully cut out pages the authors had autographed for me. I didn't want those autographed books showing up on eBay.
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Submitting to censorship is to enter the seductive world of 'The Giver': the world where there are no bad words and no bad deeds. But it is also the world where choice has been taken away and reality distorted. And that is the most dangerous world of all.
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I believe without a single shadow of a doubt that it is necessary for young people to learn to make choices. Learning to make right choices is the only way they will survive in an increasingly frightening world.
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The fact that I lost my son permeates my being.
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You rehear your life by reading about what happens to other people.
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I've always been fascinated by memory and dreams because they are both completely our own. No one else has the same memories. No one has the same dreams.
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I always set out to tell a good story, to create a character that young people can relate to, place them in a situation that will be interesting, intriguing, eventually suspenseful. But what I find is that after I do that, then there are themes that emerge, which teachers can then use to provoke discussion and debate.