Substituting for 6th and 7th graders has given me a unique perspective on how junior high students interact with literature, especially when they get a sneak peek of a work-in-progress (WIP). These students often surprise you with questions that cut straight to the heart of storytelling, reflecting a keen interest in plot, character motivation, and writing techniques. From their genuine curiosity, I've learned that engaging young readers means listening to their authentic questions and encouraging their critical thinking. During one classroom session, after reading a snippet of my WIP, the students immediately asked questions that showed thoughtful analysis rather than surface-level curiosity. Their questions pushed me to consider how I develop characters and plotlines, and it reminded me how important it is to write stories that resonate with young audiences. For indie authors, this kind of feedback is invaluable—it highlights what hooks readers and what might need clearer development. I’ve found that sharing parts of a story-in-progress with junior highers also helps me refine my writing. Their questions often point to areas where further explanation or emotional depth is needed. It’s a fantastic way to test the impact of your writing early on. For teachers and substitutes, incorporating indie authors’ WIPs into lessons not only supports literacy but also fosters a deeper appreciation for the craft of writing among students. Overall, engaging with junior high readers during my substitute teaching experiences has reaffirmed the powerful role questions play in learning. These young readers don’t just want to passively consume stories; they want to understand how and why stories are made. For indie authors and educators alike, embracing this inquisitiveness can lead to richer storytelling and more meaningful classroom interactions.