Grades 11–12
Narrative, PersuasiveWritingRyan (17) is creative and humble. He was born in Brockton, MA, but lives in Hyde Park. He enjoys playing basketball, video games, and going to the movies. He wants to be a software developer and hopes to be able to visit China someday. He comes from a close-knit family that helps each other.
This piece is from My Generation Can: Public Narratives for Community Change (2019, 826 Boston), a book by 12th Graders at Boston’s Edward M. Kennedy Academy for Health Careers.
***
My uncle Nilton was a 17-year-old Cape Verdean when he came to the United States looking for a better life. He was a smart kid with a good heart and a lot of dreams, but he struggled a lot as an immigrant. Even though he finished high school with a 4.0 GPA, he couldn’t go to college because he had overstayed his visa. He felt sad and disappointed with the situation knowing that he had American friends who went to Harvard. After high school, he started working at McDonald’s at the age of 19. Many members of his family were talking about going back to Cape Verde, but he was the only one who didn’t want to go because he was determined to make it. He also knew that if he returned to Cape Verde he couldn’t come back. He always tried to do his best at everything. He’s humble and a very caring person but he never shows his emotions. Still, I know that he has suffered. I see it in his face. I think people like him should have a chance to become residents and eventually citizens.
My uncle has tried everything, even marrying an American woman. But that didn’t work. She was beautiful and had a lot of plans for the future. They decided to get married. On his wedding day everyone was excited. My grandma came from Cape Verde to attend the wedding, but his girlfriend didn’t show up. We’re still not sure why, but I think it’s because she thought he was marrying her for a green card.
In Boston, there could be up to 180,000 undocumented immigrants, many of them good Cape Verdean people like my uncle. Did you know that there are more Cape Verdeans living abroad than the 500,000 who live on the islands? (4) It is crucial that we find a way to resolve this issue so that good people can stay in this country, even if they are undocumented. One way to do this is to provide them a path to citizenship.
A path to citizenship is a way to give undocumented immigrants a chance to live in the country legally. There are approximately 11 million undocumented immigrants in the United States (5) and we could never deport them all, and even if we could it would be bad for the economy. I believe we should give them a path to citizenship because immigrants would help the country become more diverse and develop economically by increasing consumption of goods, services, and also tax revenue. This would also help keep families with mixed immigration statuses together, which is the moral thing to do.
I am calling on all Boston residents to make their voices heard. Please write, or even better, call your local representative’s or senator’s office and tell them that we can no longer wait for immigration reform. We must put pressure on the federal government to find a way to keep these good people in the country. The way forward is through a path to citizenship.
If we do nothing then the United States risks losing millions of productive members of society. Immigrants would go back to their original countries because they would have to leave their houses that they worked so hard to get. They would have to give up their dreams, their jobs, and their friends. This would make this country a bad place to live.
***
by 826 New Orleans
by 826 New Orleans
In this lesson, students have an opportunity to write a letter expressing their views on issues that matter to them…
Written by 12th graders at the E.M. Kennedy Academy for Health Careers. Foreword by Sonia Chang-Diaz, Massachusetts State Senator.
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 Bianca Morcho, 826 MSP
A personal essay that explores the different shades of the Black Lives Matter movement.
by Sally Phan, 826 Boston
A memoir that questions the idea of home and how it changes with time.
by Tammy Fong, 826NYC
A soccer-filled, feud-fueled memoir.
by Riti Shrestha, 826NYC
In this poem, metaphor is used to describe who the narrator is.
by Cristina, 826CHI
A student recounts separation with a beloved friend through a nostalgic lens.
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 Julianna Cruz, 826 Dallas Project
This narrative piece contemplates the struggle of immigrants during the pandemic.
by Leydi Di Villanueva, The 826 Dallas Project
This creative narrative imagines how the coronavirus views humanity during the pandemic.
by Junaynah R., Grade 11, 826NYC
Full of exquisite imagery, this poem explores the idea of second chances.
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 Jeremy Hsiao, 826 National
From the forthcoming anthology, Poets in Revolt!, this poem reminds activists that "to change everything, we need everyone."
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 Raheem, 826 New Orleans
A student compares themself to the place they live, New Orleans, as both evolve through great obstacles.
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 Numan Khan, age 16, 826 Boston
A bilingual "I am" poem filled with conviction and courage.
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 Shayne Williams
Discover what one student experiences when they tuck their phone away for a whole day.
by Kayla, 826 Boston
This poem offers a very-real answer to "What do you want to be when you grow up?"
by Karina Centeno, Grade 12, 826 Dallas Project
This poem takes an honest look at two sides of the writer's culture.
Kenya G., 17, 826LA
A poet relates her experience as a queer woman in the closet to a peacock in the zoo.
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 Alexis G., Grade 11
In this narrative, the author uses vibrant language to explore their identity, in all its complexity, through different landscapes.
by Rockelle Rodd, Grade 11, 826NYC
This poem uses analogies to describe all of the pieces of the writer's personal history.
by Johnny Vasquez, 826 MSP
A family interview reveals a mother's painful past and shines a light on her persistence.
by Steysi Hailee, 826LA
A student reflects on a small moment and single sacrifice that transformed her outlook on giving.
by Salma Khalif, 826 MSP
A powerful poem that lifts up Black women.
by Kayla Wayne, Grade 11, 826NYC
In this poem, a student reflects on their first encounter with forced assimilation.
by Oriel, 826NYC
In this poem, an echoing question strikes a chord and reveals the tragic loss held within systemic injustice.
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.
by Henry F., Grade 12, 826CHI
In this poem, a student reflects on identity.
by Michaiah Anderson, The 826 Dallas Project
In this poem, a student describes their family origins with an intimate point of view
by Jesus Sanchez, The 826 Dallas Project
This creative short horror piece explores the mysteries and danger of a night in the woods.
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 Sharoya Bracey, 826NYC
In this memoir, the narrator recounts the struggle of being the bigger person in a very small space.
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 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 Jennifer Alcocer, The 826 Dallas Project
This personal narrative addresses the struggles of students graduating high school during the pandemic.
by Vanessa Ramon-Ibarra, 826DC
Living in the digital world can create unwanted attachments, as one student laments.
by Samuel Wang, Grade 10, 826NYC
A poem about the complexity of love exchanged during the holidays.
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 Jahruwach Hamilton, 826NYC
In this rousing poem, a student asserts her strength and worth as a woman.
by Sian Laing
When Instagram becomes an unsightly battlefield.
by Sergio M, 826 Valencia
This piece reminds us that a smile is not always what it seems.
by Jizelle Villegas, Grade 12, 826 Dallas Project
The stunning and vulnerable poem processes feelings of loss, grief, and hope for the future.
by Tina N., Grade 12, 826 Boston
A student describes their shark like imaginary friend.
by Franny, 826CHI
A student spins through space and a treasure trove of memories in this poem.
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 Jordan, 826 New Orleans
Crawfish, crayfish, or mudbugs. Whatever you call them, the writer of this poem doesn't like them.
by Lucas Hu, 826 Boston
A poem about staying true to yourself during a challenging transition
Henry F., Grade 12, 826CHI
A trans student reflects on their desire to be male.
by Terra C., Grades 10-11, 826NYC
A student recalls their journey on how they discovered their LGBTQIA+ identity.
by Justis Porter, age 16, 826 Boston
A neighborhood ode filled with sights and sounds of the poet's street.
by Camille, 826LA
A student finds her wings in unexpected places in this piece about the transition to college.
by Jonas K., 826 National
A student explores the paradox of how technology is used amongst teenagers.
Cate H, Grade 12, 826CHI
A poet sets the stage to showcase her reflections on being trans.
by Maya M., Grade 11, Newburg, OR
A student reflects on the memories they made while backpacking.
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 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 Elsy M.E., Grade 11, 826 Valencia
A poet imagines a better and more harmonious world.
by Keyshana, Grade 11, 826CHI
Black strength, beauty, and pride soar in this poem as a student discusses overcoming brutality and discrimination.
bookmark