When writing this short story about Jamie’s first day at a new high school, I initially just wanted to write about a teenager who had a difficult first day and got lost in a new school. The first draft came together quickly, as I mostly focused on Jamie’s actions, like walking through the hallways, feeling overwhelmed, and stumbling into the wrong classroom. While I was able to establish the setting, I didn’t give enough attention to Jamie’s internal feelings, making it harder for readers to really connect with her. After reviewing my first draft with my peers, the feedback I received helped me realize that I needed to show more of Jamie’s emotional journey. One scene that stood out was when she ran out of the wrong classroom, and my classmates encouraged me to go further into her panic during and after that moment. This made me go back to the scene and focus on how she felt physically and emotionally, like her heart racing, her cheeks flushing with embarrassment, and the frustration of being lost. I mainly expanded this scene by using it as an opportunity to have Jamie meet her first friend in the hallway, which was a turning point in the story. Additionally, I realized that the pacing was too fast in some parts. I had been so eager to get to the resolution that I rushed through key moments. My classmates suggested slowing down and letting certain scenes have more depth to build tension. I rewrote several moments, especially the quieter ones, where Jamie reflected on her experiences at the end of the day. Instead of a quick resolution, I ended the story with more uncertainty about Jamie’s future, allowing for personal reflection. Overall, my story has developed a lot from the simple concept it once was. The peer and teacher reviews allowed me to see the story from a different perspective and made it richer and more engaging. I’m proud of the final version, and I feel like I’ve learned a lot in the process.