“How do you write about something, even something real and painful-like suicide-when all of the writing that's been done on that subject has robbed you of any originality of expression?”

“And yet sometimes she worried about what those musty old books were doing to her. Some people majored in English to prepare for law school. Others became journalists. The smartest guy in the honors program, Adam Vogel, a child of academics, was planning on getting a Ph.D. and becoming an academic himself. That left a large contingent of people majoring in English by default. Because they weren't left-brained enough for science, because history was too dry, philosophy too difficult, geology too petroleum-oriented, and math too mathematical--because they weren't musical, artistic, financially motivated, or really all that smart, these people were pursuing university degrees doing something no different from what they'd done in first grade: reading stories. English was what people who didn't know what to major in majored in.”

“What made Madeleine sit up in bed was something closer to the reason she read books in the first place and had always loved them. Here was a sign that she wasn’t alone. Here was an articulation of what she had been so far mutely feeling. In bed on a Friday night, wearing sweatpants, her hair tied back, her glasses smudged, and eating peanut butter from the jar, Madeleine was in a state of extreme solitude.”

“She'd become an English major for the purest and dullest of reasons: because she liked to read. The university’s “British and American Literature Course Catalog” was, for Madeleine, what its Bergdorf equivalent was for her roommates. A course listing like “English 274: Lily’s Euphues” excited Madeleine the way a pair of Fiorucci cowboy boots did Abby. “English 450A: Hawthorne and James” filled Madeleine with an expectation of sinful hours in bed not unlike what Olivia got from wearing a Lycra skirt and leather blazer in Danceteria. Even as a girl in their house in Prettrybrook, Madeleine wandered into the library, with its shelves of books rising higher than she could reach … and the magisterial presence of all those potentially readable words stopped her in her tracks.”

“There’s something about writing that demands a leave-taking, an abandonment of the world, paradoxically, in order to see it clearly. This retreat has to be accomplished without severing the vital connection to the world, and to people, that feeds the imagination. It’s a difficult balance. And here is where these ruminations about writing touch on morality. The same constraints to writing well are also constraints to living fully. Not to be a slave to fashion or commerce, not to succumb to arid self-censorship, not to bow to popular opinion—what is all that but a description of the educated, enlightened life?”

“It was something every child knew how to do, maintain a direct and full connection with the world. Somehow you forgot about it as you grew up, and had to learn it again.”

“I tell my students that when you write, you should pretend you’re writing the best letter you ever wrote to the smartest friend you have. That way, you’ll never dumb things down. You won’t have to explain things that don’t need explaining. You’ll assume an intimacy and a natural shorthand, which is good because readers are smart and don’t wish to be condescended to. I think about the reader. I care about the reader. Not “audience.” Not “readership.” Just the reader.”