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Quote by John Green

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Looking for Alaska

John Green's Looking for Alaska is a poignant and humorous narrative that follows the life of a young student at a prep school. The story delves into the complexities of teenage relationships and the search for meaning in life, all while the characters navigate the challenges of adolescence. more

Author

John Green
John Green

John Green is an American author known for his young adult literature. His works often explore themes such as adolescence, love, family, and identity, and have gained popularity among young readers. Green's books have won numerous literary awards and have become bestsellers. more

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“So now, not only did my best friend leave, but the cheerleaders and their mindless followers assumed I was personally responsible for the petition (which, yeah, I was) and started being openly rude to me - shutting doors in my face, leaving nasty notes on my desk and in my locker, making fun of me when I could obviously hear them. That's when I started keeping really quiet in class, and finding ways to show the other kids I wasn't afraid of them - like staring them straight in the eye when they looked at me, taking a step toward them when they talked to me, or walking right up to them and getting their personal space if I heard them say my name. Saying the meanest things I could think of whenever I had the chance - repeating rumors, embellishing them. I found out Kira Conroy had been arrested for shoplifting at the mall, and made sure everyone knew about it. The girl who burped in a boy's face during her first kiss, the girl who tripped and fell off the stage at the Miss Teen California pageant - I shared those stories the moment I heard them. All's fair in war, right? Suddenly I wasn't a nobody anymore. I was a somebody. Somebody everyone was afraid of.”

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Book:Bad Girls Don't Die
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“The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.”

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Book:The End of Education: Redefining the Value of School
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