I still think about the letter you asked me to write. It nags at me, even though you're gone and there's no one to give it to anymore. Sometimes I work on it in my head, trying to map out the story you asked me to tell, about everything that happened this past fall and winter. It's all still there, like a movie I can watch when I want to. Which is never.
There's a great temptation to throw things in, as you put it, that you think are neat, or that you have a very clear, specific memory of and think you could do a good job writing about. What I find is that it's like a seed you plant. You can try it, and if it will grow and connect with other ideas in the book, and you can see connections that you can actually realize on the page, then you're allowed to leave it in. But if it just kind of lies there and doesn't really add up to anything or there's no chemistry with everything else going on in the book, then you have to take it out.
I think that's why I wanted to write about seventh grade. I'd say seventh grade is a time when kids are really exploring a lot and becoming aware of the world around them in a deeper way. And they just have sort of have a wider appreciation of what's happening around them. They are seeing themselves from the outside more than they had before.
I remember in junior high school, which is what we called it, suddenly I was looking at myself, almost through other people's eyes, and thought: how does the world see me? So that was one of the things I was really interested in, when I was writing Goodbye Stranger.
I never write with any kind of message, and I don't think that this book, 'Goodbye, Stranger' has a message in the capital M form of the word but I do hope it makes people ask themselves questions about what they think.
The writing process is not just putting down one page after another-it's a lot of writing and then rewriting, restructuring the story, changing the way things come together.
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