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Kids have no sense of appropriateness. They can ask me whatever they want. You do develop a sense of intimacy with readers, and they tell you things about themselves. During a school year, I'll get e-mails asking about the books. I'll give them information, but I won't do their homework for them.

- Lois Lowry
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Lois Lowry
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I was a sidelines child: never class president, never team captain, never the one with the most valentines in my box.

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.

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.

I often compare myself as a kid to my own grandchildren, who are around 11 and 14 now. That's the age kids usually read my book. And I remember myself; we'd gone through a world war. My father was an army officer so I was aware of what was going on. But I wasn't bombarded with images of catastrophe like many kids are today.

This may sound strange, but at a very early age, at around 3, I was aware that I was smarter than the other kids.

In 1952, when I was 15 and living on Governors Island, which was then First Army Headquarters, I encountered the newly-published 'The Catcher in the Rye.' Of course, that book became the iconic anti-establishment novel for my generation.

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.

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.

It's interesting that so many books now are published as the first in a series. It never occurred to me. Although 'The Giver' does have an ambiguous ending. I've heard about that from readers over the years.

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Kids have no sense of appropriateness. They can ask me whatever they want. You do develop a sense of intimacy with readers, and they tell you things about themselves. During a school year, I'll get e-mails asking about the books. I'll give them information, but I won't do their homework for them.

Kids have no sense of appropriateness. They can ask me whatever they want. You do develop a sense of intimacy with readers, and they tell you things about themselves. During a school year, I'll get e-mails asking about the books. I'll give them information, but I won't do their homework for them.

Kids have no sense of appropriateness. They can ask me whatever they want. You do develop a sense of intimacy with readers, and they tell you things about themselves. During a school year, I'll get e-mails asking about the books. I'll give them information, but I won't do their homework for them.

Kids have no sense of appropriateness. They can ask me whatever they want. You do develop a sense of intimacy with readers, and they tell you things about themselves. During a school year, I'll get e-mails asking about the books. I'll give them information, but I won't do their homework for them.

Kids have no sense of appropriateness. They can ask me whatever they want. You do develop a sense of intimacy with readers, and they tell you things about themselves. During a school year, I'll get e-mails asking about the books. I'll give them information, but I won't do their homework for them.

Kids have no sense of appropriateness. They can ask me whatever they want. You do develop a sense of intimacy with readers, and they tell you things about themselves. During a school year, I'll get e-mails asking about the books. I'll give them information, but I won't do their homework for them.

Kids have no sense of appropriateness. They can ask me whatever they want. You do develop a sense of intimacy with readers, and they tell you things about themselves. During a school year, I'll get e-mails asking about the books. I'll give them information, but I won't do their homework for them.

Kids have no sense of appropriateness. They can ask me whatever they want. You do develop a sense of intimacy with readers, and they tell you things about themselves. During a school year, I'll get e-mails asking about the books. I'll give them information, but I won't do their homework for them.

Kids have no sense of appropriateness. They can ask me whatever they want. You do develop a sense of intimacy with readers, and they tell you things about themselves. During a school year, I'll get e-mails asking about the books. I'll give them information, but I won't do their homework for them.

Kids have no sense of appropriateness. They can ask me whatever they want. You do develop a sense of intimacy with readers, and they tell you things about themselves. During a school year, I'll get e-mails asking about the books. I'll give them information, but I won't do their homework for them.

Kids have no sense of appropriateness. They can ask me whatever they want. You do develop a sense of intimacy with readers, and they tell you things about themselves. During a school year, I'll get e-mails asking about the books. I'll give them information, but I won't do their homework for them.

Kids have no sense of appropriateness. They can ask me whatever they want. You do develop a sense of intimacy with readers, and they tell you things about themselves. During a school year, I'll get e-mails asking about the books. I'll give them information, but I won't do their homework for them.

Kids have no sense of appropriateness. They can ask me whatever they want. You do develop a sense of intimacy with readers, and they tell you things about themselves. During a school year, I'll get e-mails asking about the books. I'll give them information, but I won't do their homework for them.

Kids have no sense of appropriateness. They can ask me whatever they want. You do develop a sense of intimacy with readers, and they tell you things about themselves. During a school year, I'll get e-mails asking about the books. I'll give them information, but I won't do their homework for them.

Kids have no sense of appropriateness. They can ask me whatever they want. You do develop a sense of intimacy with readers, and they tell you things about themselves. During a school year, I'll get e-mails asking about the books. I'll give them information, but I won't do their homework for them.