I think all families have these secrets, and it's sometimes the strangest things that bring them out. That was part of my interest in the heatwave, in heat as a catalyst for uncovering truths. I was reading Alice in Wonderland to one of my kids recently, and I remembered that it starts on a really hot day. Alice falls asleep because of the heat; the whole story is predicated on falling into a heat-fueled dream.

The key thing in my becoming a writer was going on a Arvon Foundation residential writing course. I took with me a really messy twenty thousand words of something that later became After You'd Gone, my first novel. My tutors were Barbara Trapido and Elspeth Barker.

We are all, Esme decides, just vessels through which identities pass: we are lent features, gestures, habits, then we hand them on. Nothing is our own. We begin in the world as anagrams of our antecedents.

We're much better at dealing with dyslexia today than in 50th, but reading difficulties are still a problem in the U.K. I believe there's currently something like eleven thousand functionally illiterate adults in the U.K.

Something that had an enormous influence over my relationship with language was my stammer. I had a really bad stammer in my childhood and adolescence, and that imbues you with two things. First, a hyper-sensitivity to grammar, because a stammerer will have problematic sounds, impossible verbal stumbling blocks. Second, writing is just such a joy when you have a problem with speaking. It's so astonishing to watch language coming out of your pen without any hesitation or dysfluency.

Always, at the end of every book, there are things you will be unsatisfied with, and still more things that later on you will realize were not right. But mistakes are part of what a book is. That itchy, dissatisfied feeling at the end of a novel is useful. It's what keeps you writing and gets you writing the next one. It's what keeps you learning.

All the time I was plowing through books on dyslexia, I found myself asking: what if, what if? What if you were a kid the 1950s with this condition, when there were no books on it, when there was no understanding of it. I remember kids in my class at school who just didn't seem to progress in their reading. There was no extra help. People just thought, "Oh, he or she isn't so bright, or they're obstinate."