by Princess McDowell, the 826 Dallas Project
by Princess McDowell, the 826 Dallas Project
Whether students write to process, to remember, to imagine, or to heal, this collection of prompts asks students to recognize…
Faceless: Untold Side Effects of Culture, Race, & COVID-19 is a collection of student writing that spans genre, space and time before, during and after the coronavirus pandemic. Supported by The 826 Dallas Project as part of their first-ever Young Authors Book Project, students from two Ethnic Studies courses at Trinidad Garza Early College High School in Dallas, Texas wrote honest and searing works that weigh the longstanding sins of American racism with the new realities of virtual learning and social distancing.
by Keyshana, Grade 11, 826CHI
Black strength, beauty, and pride soar in this poem as a student discusses overcoming brutality and discrimination.
by Michaiah Anderson, The 826 Dallas Project
In this personal narrative, a student describes their family origins with an intimate point of view
by Sharoya Bracey, 826NYC
In this memoir, the narrator recounts the struggle of being the bigger person in a very small space.
by Johnny Vasquez, 826 MSP
A family interview reveals a mother's painful past and shines a light on her persistence.
by Julianna Cruz, 826 Dallas Project
This narrative piece contemplates the struggle of immigrants during the pandemic.
by Sian Laing
When Instagram becomes an unsightly battlefield.
by Joanne H, 826 Valencia
In this poem, a student’s experiences in two countries meld together as she seeks out her true home.
by Oriel, 826NYC
In this poem, an echoing question strikes a chord and reveals the tragic loss held within systemic injustice.
by Samuel Wang, Grade 10, 826NYC
A poem about the complexity of love exchanged during the holidays.
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 Earl Williams Jr., The 826 Dallas Project
A powerful poetic piece about the experience of being Black in America.
by Karina Centeno, Grade 12, 826 Dallas Project
This poem takes an honest look at two sides of the writer's culture.
by Jizelle Villegas, Grade 12, 826 Dallas Project
The stunning and vulnerable poem processes feelings of loss, grief, and hope for the future.
by Kayla, 826 Boston
This poem offers a very-real answer to "What do you want to be when you grow up?"
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 Franny, 826CHI
A student spins through space and a treasure trove of memories in this poem.
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 Steysi Hailee, 826LA
A student reflects on a small moment and single sacrifice that transformed her outlook on giving.
by Riti Shrestha, 826NYC
In this poem, metaphor is used to describe who the narrator is.
by Sergio M, 826 Valencia
A smile isn’t always what it seems.
by Numan Khan, age 16, 826 Boston
A bilingual "I am" poem filled with conviction and courage.
by Justis Porter, age 16, 826 Boston
A neighborhood ode filled with sights and sounds of the poet's street.
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 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 Jordan, 826 New Orleans
Crawfish, crayfish, or mudbugs. Whatever you call them, the writer of this poem doesn't like them.
by Sarah X. Age 18, 826Boston
A rousing public narrative from an author coming to terms with their identity as a young Chinese American woman and what they represent: the community of Boston's Chinatown.
by Rockelle Rodd, Grade 11, 826NYC
This poem uses analogies to describe all of the pieces of the writer's personal history.
by Jennifer Alcocer, The 826 Dallas Project
This personal narrative addresses the struggles of students graduating high school during the pandemic.
by Jesus Sanchez, The 826 Dallas Project
This creative short horror piece explores the mysteries and danger of a night in the woods.
by Augustus Griffith Jr., 826 National
From the forthcoming anthology, Poets in Revolt!, this poem explores the aftermath and lasting impacts of school shootings.
by Melody Marcano, 826 Boston
In this poem, a student reflects on their roots and their desire to grow.
by Raheem, 826 New Orleans
A student compares themself to the place they live, New Orleans, as both evolve through great obstacles.
by Kayla Wayne, Grade 11, 826NYC
In this poem, a student reflects on their first encounter with forced assimilation.
by Jazlyn Moses, 826 National
One student explores their online persona and the lasting importance of conscientious social media practices.
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 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 Tammy Fong, 826NYC
A soccer-filled, feud-fueled memoir.
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 Henry F., Grade 12, 826CHI
In this poem, a student reflects on identity.
by Cristina, 826CHI
A student recounts separation with a beloved friend through a nostalgic lens.
by Leydi Di Villanueva, The 826 Dallas Project
This creative narrative imagines how the coronavirus views humanity during the pandemic.
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.
by Jonas K., 826 National
A student explores the paradox of how technology is used amongst teenagers.
by Camille, 826LA
A student finds her wings in unexpected places in this piece about the transition to college.
by Soraya, 826NYC
This student’s powerful piece reveals the essence of racial injustice.
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 Vanessa Ramon-Ibarra, 826DC
Living in the digital world can create unwanted attachments, as one student laments.
by Shayne Williams
Discover what one student experiences when they tuck their phone away for a whole day.
by Jeremy Hsiao, 826 National
From the forthcoming anthology, Poets in Revolt!, this poem reminds activists that "to change everything, we need everyone."
by Ryker, 826michigan
Liner notes that showcase the meaning and musicality of the Jimmy Ruffin song “What Becomes of the Brokenhearted.”
by Izzy T., 826 Valencia
A student reflects on memories of home and what binds her special community together.