Grades 11–12
MemoirWritingSarah X. (she/hers) is a Chinese-American senior at Boston Latin School and a youth leader at the Boston Chinatown Neighborhood Center (BCNC). She enjoys exploring the arts with filmmaking and photography, where she is able to challenge her creativity and weave in her culture and heritage. In her downtime, she enjoys reading YA novels, hiking in New Hampshire and Vermont, and playing music on her guitar and ukulele. Sarah looks forward to attending Boston University, forging her bright and vigorous future with opportunities to travel and study abroad to expand her horizons.
When I was young, I learned about gentrification and its negative impact on my neighborhood. I used to play with my friends on Albany Street, which were Chinatown’s hills, but that was out of the question when the company One Greenway decided to build apartment complexes overtop. Knowing other parts of my community’s foundation could be stripped away, I felt embarrassment and shame when associated with Chinatown, the neighborhood I have grown up in. And yet, I had no time to process these frustrations as I dealt with the uncertainties of starting high school. I was a fish out of the water, stepping out of my comfort zone and meeting new faces from different neighborhoods, schools, cultural identities, and racial backgrounds. Eventually, I searched for comfort in a familiar face, my best friend, to ground myself.
She encouraged me to learn more about Asian American history, culture, and heritage, as well as contemplate how to give back to the community that supported me throughout my life. I was naïve and oblivious to the vast availability of resources, such as the Josiah Quincy Elementary School, Red Oak childcare center, South Cove clinic, and Ming Supermarket for years now. I decided this should not be the case anymore, and so I took steps to explore various organizations making up Chinatown’s infrastructure.
I reached out to the neighboring organization, the Chinese Progressive Association (CPA), which taught me the history of, and their role in, progressive social movements within Chinatown. CPA started protests, which fought against large property management companies not associated with the local neighborhood. While Chinatown is small, it has its methods to defend its community buildings. In addition to exploring CPA, I joined the Boston Chinatown Neighborhood Center’s youth leadership program, YouLead, which fostered self-confidence and leadership.
In YouLead, I practiced public speaking and magnified my newfound voice, previously hidden behind insecurities about being associated with Chinatown, by creating interactive workshops on Chinatown air and land pollution, impacts of social media, and youth empowerment through the arts. I was consistently empowered to bring youth together because I recognized how my actions within a larger team could make an impact. I was coming to terms with who I am as a young Chinese American woman and what I represent: the community of Chinatown.
With heightened anti-Asian racism targeting this fragile community during the pandemic, I joined a group of Asian American students to co-write a petition addressed to school superintendents to condemn the racism. During class discussions, there was a stigma to avoid associating COVID-19’s origins with China, which could easily lead to anti-Asian rhetoric. The week leading up to mandatory school closure caused tense anxiousness, which overshadowed my chance to voice my feelings. This situation changed once the petition was in the Boston Globe as my school administrators contacted me immediately to discuss how to achieve necessary transformations. As a result, I have a larger platform to share my narrative about how I have come to where I am and about the history of discrimination against Asians in America that prevails in today’s society.
Having done all this, I realize there is nothing wrong with being Asian American. Although Chinatown is subject to gentrification along with other dangers, such as air pollution and poor resident health, there exists a secure support system for it. I am now proud, more than anything, of being a resident of the neighborhood because I am more in-tune with my identity. I will continue to advocate for this tender community I have come to love so dearly. My goal is to be able to return the support my mentors, program coordinators, friends, and family gave me by addressing and fighting against various social and environmental issues that present themselves as threats to Chinatown. Chinatown is my one and only home, after all.
by Numan Khan, age 16, 826 Boston
A bilingual "I am" poem filled with conviction and courage.
by Ryan, Grade 12, 826 Boston
In this public narrative, a student illustrates the hardships his uncle has faced to argue for a path to citizenship.
by Sally Phan, 826 Boston
A memoir that questions the idea of home and how it changes with time.
by Augustus Griffith Jr., 826 National
From the 826 National anthology, Poets in Revolt!, this poem explores the aftermath and lasting impacts of school shootings.
by Jordan, 826 New Orleans
Crawfish, crayfish, or mudbugs. Whatever you call them, the writer of this poem doesn't like them.
by Earl Williams Jr., The 826 Dallas Project
A powerful poetic piece about the experience of being Black in America.
by Kailyn Espinosa, 826NYC
In this letter from the Essential Words lesson, a student shares how essential workers’ courage and compassion center her during these hectic times.
by Jarmani M., Age 18, 826 Boston
Jarmani reflects on the pain of being rejected from his top high school, but through that challenge, he finds motivation. He grows more focused, disciplined, and driven to succeed in all areas.
by Salma Khalif, 826 MSP
A powerful poem that lifts up Black women.
by Maya M., Grade 11, Newburg, OR
A student reflects on the memories they made while backpacking.
by Albin C., Age 18, 826 Boston
A student recalls how he was able to take charge and turn his life around.
by Jeremy Hsiao, 826 National
From the 826 National anthology, Poets in Revolt!, this poem reminds activists that "to change everything, we need everyone."
by Alphonsine M., 826LA
A student reflects on the journey and struggle of growing in the face of adversity.
by Yojannie Pizarro, Age 17, 826 Boston
This poem explores the beauty of friendship.
by Melody Marcano, 826 Boston
In this poem, a student reflects on their roots and their desire to grow.
by Soraya, 826NYC
This student’s powerful piece reveals the essence of racial injustice.
by Karla M., 826LA
A poem for lovers of love and the moon.
by Helen, Grade 12, 826 MSP
In this letter from the Essential Words lesson, a senior at South High School in Minneapolis offers words of support to healthcare workers across the country, including her own mom.
by Lukoiy V.R.G., Grade 12, Woodburn, OR
A poet speaks out as a voice for change and all those who cannot speak.
by Gisel J., 826LA
The power of public speaking shines through this student's memoir.
by Jesus Sanchez, The 826 Dallas Project
This creative short horror piece explores the mysteries and danger of a night in the woods.
by Karina Centeno, Grade 12, 826 Dallas Project
This poem takes an honest look at two sides of the writer's culture.
by Camille, 826LA
A student finds her wings in unexpected places in this piece about the transition to college.
by Rockelle Rodd, Grade 11, 826NYC
This poem uses analogies to describe all of the pieces of the writer's personal history.
Yamilet J., 826LA
A student reflects on the fear and wonder of becoming a mother.
by Cristina, 826CHI
A student recounts separation with a beloved friend through a nostalgic lens.
by Timothy T., Age 17, 826 Valencia
A student tells the story of how his family has influenced his life.
by Oriel, 826NYC
In this poem, an echoing question strikes a chord and reveals the tragic loss held within systemic injustice.
by Sergio M, 826 Valencia
This piece reminds us that a smile is not always what it seems.
by Justis Porter, age 16, 826 Boston
A neighborhood ode filled with sights and sounds of the poet's street.
by Jonas K., 826 National
A student explores the paradox of how technology is used amongst teenagers.
by Quardasha Mitchell, The 826 Dallas Project
In this compelling poem, the author navigates her relationship with America as a young African-American woman.
by Katya Torres, The 826 Dallas Project
This bilingual poem explores the harrowing story of a boy working while in school to save his mother.
by George S., Grade 11, 826 Boston
A writer implores people to get outside and touch grass because you never know what you might find!
by Tyler, Grade 11, 826DC
In this powerful letter to the United States Congress, this student stands up for representation of young people in government.
by Sharoya Bracey, 826NYC
In this memoir, the narrator recounts the struggle of being the bigger person in a very small space.
by Olivia H., 826CHI
A piece that explores the connection between stars, legacy, and Black resilience.
Cate H, Grade 12, 826CHI
A poet sets the stage to showcase her reflections on being trans.
by Michaiah Anderson, The 826 Dallas Project
In this poem, a student describes their family origins with an intimate point of view
by Corazón, 826 New Orleans
In this essay, a student threads their identity across cultures, histories, and places, engaging with legacies of violence and the movement of people.
Virginia Walker, age 18, 826 Boston
A student writes to a grandfather she never met.
by Steysi Hailee, 826LA
A student reflects on a small moment and single sacrifice that transformed her outlook on giving.
by Izzy T., 826 Valencia
A student reflects on memories of home and what binds her special community together.
by Jesus C., Grade 12, 826LA
A poet identifies with a trapped ocelot at the zoo.
by Sylvia C., 826 Valencia
A poet demonstrates their devotion to love.
by Alanis T., Age 17, 826 Boston
A student reflects on how her relationship's with her parents has influenced her life.
by Jana C., 826LA
A celebration of self and exploration of core values.
by Tammy Fong, 826NYC
A soccer-filled, feud-fueled memoir.
by Kayla Wayne, Grade 11, 826NYC
In this poem, a student reflects on their first encounter with forced assimilation.
by Vanessa Ramon-Ibarra, 826DC
Living in the digital world can create unwanted attachments, as one student laments.
by Alexis G., Grade 11
In this narrative, the author uses vibrant language to explore their identity, in all its complexity, through different landscapes.
by Ryker, 826michigan
Liner notes that showcase the meaning and musicality of the Jimmy Ruffin song “What Becomes of the Brokenhearted.”
Henry F., Grade 12, 826CHI
A trans student reflects on their desire to be male.
by Daniela Martinez, Grade 12, 826 Boston
A poem exploring an electric, freeing moment shared on the dance floor.
by Manuel C., 17, 826DC
Manuel sees his name as joyful and strong, linked to faith, fun, and his favorite characters, with two names that reflect who he is at home and at school.
by Junaynah R., Grade 11, 826NYC
Full of exquisite imagery, this poem explores the idea of second chances.
by Lisbeth M.F., 826NYC
A story about how Marcus becomes Marcela.
by Raheem, 826 New Orleans
A student compares themself to the place they live, New Orleans, as both evolve through great obstacles.
by Jazlyn Moses, 826 National
One student explores their online persona and the lasting importance of conscientious social media practices.
by Tina N., Grade 12, 826 Boston
A student describes their shark like imaginary friend.
by Nhu N., Grade 12, 826 Boston
A young writer reconciles their sexuality with the beliefs of their community.
by Matthew Inoa, 826 NYC
In this letter from the Essential Words lesson, a student describes how essential workers are the pulse of New York, fueling the city’s hope.
by Shayne Williams
Discover what one student experiences when they tuck their phone away for a whole day.
by Keyshana, Grade 11, 826CHI
Black strength, beauty, and pride soar in this poem as a student discusses overcoming brutality and discrimination.
by Maria, Grade 12, 826 Boston
In this public narrative, a student makes the case for creating community change by building youth centers in her neighborhood.
by Samuel Wang, Grade 10, 826NYC
A poem about the complexity of love exchanged during the holidays.
by Lucas Hu, 826 Boston
A poem about staying true to yourself during a challenging transition
by Sarah X., Grade 12, 826 Boston
A student shares how they've uplifted their community.
by Franny, 826CHI
A student spins through space and a treasure trove of memories in this poem.
by Abby S., Grade 11, 826 Boston
An author reflects on their correspondence with their friend from the past.
by Terra C., Grades 10-11, 826NYC
A student recalls their journey on how they discovered their LGBTQIA+ identity.
by Sian Laing
When Instagram becomes an unsightly battlefield.
by Kayla, 826 Boston
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by Isaiah, 826 New Orleans
This student reveals the mysterious origin story of the king cake. Hint: it includes Big Freedia, DJ Chicken Wing, and a massive party.
by Riti Shrestha, 826NYC
In this poem, metaphor is used to describe who the narrator is.
by Kaleo V.C., Age 17, 826 Valencia
A student looks back on their first day of kindergarten and how they've changed.
by Julianna Cruz, 826 Dallas Project
This narrative piece contemplates the struggle of immigrants during the pandemic.
by Colin Y., Age 17, 826 Valencia
A student describes how volunteering saved him from his online prison.
by Johnny Vasquez, 826 MSP
A family interview reveals a mother's painful past and shines a light on her persistence.
by Leydi Di Villanueva, The 826 Dallas Project
This creative narrative imagines how the coronavirus views humanity during the pandemic.
Annasian Walters, Grade 11-12, 826NYC
A student explores gratitude and love through sharing food.
by Arianna R., Grade 11, 826 Boston
A beautiful ode to home and self.
by Emmerson Todd, Grade 11, Novato High School, Novato, CA
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by Joanne H, 826 Valencia
In this poem, a student’s experiences in two countries meld together as she seeks out her true home.
Rosman A., age 18, 826CHI
Smells swirl about a student walking around an ice cream shop.
by Jennifer Alcocer, The 826 Dallas Project
This personal narrative addresses the struggles of students graduating high school during the pandemic.
by Elsy M.E., Grade 11, 826 Valencia
A poet imagines a better and more harmonious world.
by Denisse Reyes Gonzalez, Age 17, 826NYC
Using metaphors, this bilingual poem explores the idea of lost love.
by Bianca Morcho, 826 MSP
A personal essay that explores the different shades of the Black Lives Matter movement.
by Terry Velasquez, Grade 12, The Bronx, NY
In this letter from the Essential Words lesson, a student shares gratitude for the dedication of nurses and gives “credit where credit is due.”
by Rowan Yordy, Grade 11, 826michigan
This poem uses imagery to describe a small moment of joy.
by Brandon R., 826LA
A student recounts the epic highs and lows of high school track and cross country.
by Jizelle Villegas, Grade 12, 826 Dallas Project
The stunning and vulnerable poem processes feelings of loss, grief, and hope for the future.
by Henry F., Grade 12, 826CHI
In this poem, a student reflects on identity.
by Jahruwach Hamilton, Grade 10, 826NYC
In this rousing poem, a student asserts her strength and worth as a woman.
by Abner L., 17, 826DC
Abner explores the meaning of his name through color, joy, strength, and heritage, connecting it to culture, family, and faith.
Kenya G., 17, 826LA
A poet relates her experience as a queer woman in the closet to a peacock in the zoo.
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