Grades 11–12
Memoir, NarrativeWritingThroughout my life, I have had the opportunity to express myself through public speaking. In high school, I was privileged to speak on the public announcement system and lead assembly teams on stage for pep rallies. Today, I am a high school junior speaking at LAUSD Board of Education meetings. Though I have four years of experience to support me, getting here wasn’t easy. It all started in class when no one stepped up to present a project and neither did I. But with time, I realized no one could explain my projects or tell my stories better than me.
When in the spotlight, I feel empowered. In the beginning, I was not very articulate. Over the years, I’ve learned to listen, stop, think, and respond. At 14 years old, I led my first assembly on stage. It was my first day in leadership class and I was a sophomore surrounded by seniors. They were looking for a vice president. The teacher was waiting for someone to step up, but no one would, so I said, “Okay, I’ll do it!” I immediately regretted it because I was already freaking out about the responsibility. I felt like I had to though, because no one else would.
With the vice president position, I had to give a speech at our school assembly. Not only that, but on just my second day in the role, I had to work with the assembly team to plan the entire assembly. For a first assembly, it went great, though I wasn’t paying much attention because I was nervous about my speech. I tried not to stutter, and went very slow, especially because I had to translate it into Spanish as well. I was so relieved when the audience didn’t boo me off stage. In fact, I got a round of applause. It felt good to walk off the stage knowing I did a good job.
On another day in leadership class, I was presented with the opportunity to give announcements on the public announcement system. I wasn’t sure at first, as I had to commit to making sure I got to school early, but I said yes anyway. After the first week of hearing me over the PA, my teachers would tell me that they loved my energy. Friends would tell me that they would make sure to get to class on time to hear my announcements. In class, they would say, “Everyone quiet down, Gisel is about to speak.” It made me feel good to know that I had made their day before it started.
Eventually, my leadership teacher came to me about an opportunity to join the Youth Advisory Council. As part of the Council, I would meet with students from other schools about updates and projects to improve the School District. At one of the meetings, I presented on internet issues students were dealing with on school campuses. I was approached by a representative from the LAUSD School Board to present a student’s point of view about the problem. I prepared and gave a speech to the Board. Other students also shared their experiences, and I felt supported and empowered to be a part of a group of students trying to find solutions to a problem that affected all of us.
Public speaking has given me the opportunity to influence decisions, create connections with my community, and hold myself accountable. It has given me more confidence when speaking in front of crowds and speaking in general. It has given me more self-awareness and confidence to ask questions or speak my mind. I have had the opportunity to join organizations and groups at school and in my community that I would not have had access to without developing my public speaking skills. With these skills, I want to help the underrepresented and disadvantaged have a voice of their own by setting an example through leadership and community service. I plan to pursue an education in communication and a career in local government, and to continue to use my voice to change the way young people are perceived. We are not naive. We are not tomorrow’s leaders. We are already leading today.
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 Sally Phan, 826 Boston
A memoir that questions the idea of home and how it changes with time.
by Numan Khan, age 16, 826 Boston
A bilingual "I am" poem filled with conviction and courage.
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 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 Nhu N., Grade 12, 826 Boston
A young writer reconciles their sexuality with the beliefs of their community.
by Brandon R., 826LA
A student recounts the epic highs and lows of high school track and cross country.
by Terra C., Grades 10-11, 826NYC
A student recalls their journey on how they discovered their LGBTQIA+ identity.
by Tammy Fong, 826NYC
A soccer-filled, feud-fueled memoir.
by Arianna R., Grade 11, 826 Boston
A beautiful ode to home and self.
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 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 Keyshana, Grade 11, 826CHI
Black strength, beauty, and pride soar in this poem as a student discusses overcoming brutality and discrimination.
by Henry F., Grade 12, 826CHI
In this poem, a student reflects on identity.
by Kayla, 826 Boston
This poem offers a very-real answer to "What do you want to be when you grow up?"
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 Lisbeth M.F., 826NYC
A story about how Marcus becomes Marcela.
Annasian Walters, Grade 11-12, 826NYC
A student explores gratitude and love through sharing food.
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 Karina Centeno, Grade 12, 826 Dallas Project
This poem takes an honest look at two sides of the writer's culture.
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 Elsy M.E., Grade 11, 826 Valencia
A poet imagines a better and more harmonious world.
by Jeremy Hsiao, 826 National
From the forthcoming anthology, Poets in Revolt!, this poem reminds activists that "to change everything, we need everyone."
by Lucas Hu, 826 Boston
A poem about staying true to yourself during a challenging transition
by Augustus Griffith Jr., 826 National
From the forthcoming anthology, Poets in Revolt!, this poem explores the aftermath and lasting impacts of school shootings.
Kenya G., 17, 826LA
A poet relates her experience as a queer woman in the closet to a peacock in the zoo.
by Sarah X., Grade 12, 826 Boston
A student shares how they've uplifted their community.
by Bianca Morcho, 826 MSP
A personal essay that explores the different shades of the Black Lives Matter movement.
Cate H, Grade 12, 826CHI
A poet sets the stage to showcase her reflections on being trans.
by Soraya, 826NYC
This student’s powerful piece reveals the essence of racial injustice.
by Joanne H, 826 Valencia
In this poem, a student’s experiences in two countries meld together as she seeks out her true home.
Henry F., Grade 12, 826CHI
A trans student reflects on their desire to be male.
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 Jesus Sanchez, The 826 Dallas Project
This creative short horror piece explores the mysteries and danger of a night in the woods.
by Sergio M, 826 Valencia
This piece reminds us that a smile is not always what it seems.
by Lukoiy V.R.G., Grade 12, Woodburn, OR
A poet speaks out as a voice for change and all those who cannot speak.
Virginia Walker, age 18, 826 Boston
A student writes to a grandmother she never met.
by Justis Porter, age 16, 826 Boston
A neighborhood ode filled with sights and sounds of the poet's street.
by Raheem, 826 New Orleans
A student compares themself to the place they live, New Orleans, as both evolve through great obstacles.
by Colin Y., Age 17, 826 Valencia
A student describes how volunteering saved him from his online prison.
by Franny, 826CHI
A student spins through space and a treasure trove of memories in this poem.
Yamilet J., 826LA
A student reflects on the fear and wonder of becoming a mother.
by Julianna Cruz, 826 Dallas Project
This narrative piece contemplates the struggle of immigrants during the pandemic.
by Kaleo V.C., Age 17, 826 Valencia
A student looks back on their first day of kindergarten and how they've changed.
by Sylvia C., 826 Valencia
A poet demonstrates their devotion to love.
by Shayne Williams
Discover what one student experiences when they tuck their phone away for a whole day.
by Albin C., Age 18, 826 Boston
A student recalls how he was able to take charge and turn his life around.
by Jordan, 826 New Orleans
Crawfish, crayfish, or mudbugs. Whatever you call them, the writer of this poem doesn't like them.
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 Junaynah R., Grade 11, 826NYC
Full of exquisite imagery, this poem explores the idea of second chances.
by Kayla Wayne, Grade 11, 826NYC
In this poem, a student reflects on their first encounter with forced assimilation.
by Michaiah Anderson, The 826 Dallas Project
In this poem, a student describes their family origins with an intimate point of view
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 Jesus C., Grade 12, 826LA
A poet identifies with a trapped ocelot at the zoo.
by Riti Shrestha, 826NYC
In this poem, metaphor is used to describe who the narrator is.
by Jizelle Villegas, Grade 12, 826 Dallas Project
The stunning and vulnerable poem processes feelings of loss, grief, and hope for the future.
by Earl Williams Jr., The 826 Dallas Project
A powerful poetic piece about the experience of being Black in America.
by Maya M., Grade 11, Newburg, OR
A student reflects on the memories they made while backpacking.
by Jahruwach Hamilton, 826NYC
In this rousing poem, a student asserts her strength and worth as a woman.
by Salma Khalif, 826 MSP
A powerful poem that lifts up Black women.
by Jonas K., 826 National
A student explores the paradox of how technology is used amongst teenagers.
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 Leydi Di Villanueva, The 826 Dallas Project
This creative narrative imagines how the coronavirus views humanity during the pandemic.
by Tina N., Grade 12, 826 Boston
A student describes their shark like imaginary friend.
by Jennifer Alcocer, The 826 Dallas Project
This personal narrative addresses the struggles of students graduating high school during the pandemic.
by Timothy T., Age 17, 826 Valencia
A student tells the story of how his family has influenced his life.
by Abby S., Grade 11, 826 Boston
An author reflects on their correspondence with their friend from the past.
by Samuel Wang, Grade 10, 826NYC
A poem about the complexity of love exchanged during the holidays.
by Sharoya Bracey, 826NYC
In this memoir, the narrator recounts the struggle of being the bigger person in a very small space.
by Sian Laing
When Instagram becomes an unsightly battlefield.
by Karla M., 826LA
A poem for lovers of love and the moon.
by Melody Marcano, 826 Boston
In this poem, a student reflects on their roots and their desire to grow.
by Alexis G., Grade 11
In this narrative, the author uses vibrant language to explore their identity, in all its complexity, through different landscapes.
Rosman A., age 18, 826CHI
Smells swirl about a student walking around an ice cream shop.
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 Jazlyn Moses, 826 National
One student explores their online persona and the lasting importance of conscientious social media practices.
by Alanis T., Age 17, 826 Boston
A student reflects on how her relationship's with her parents has influenced her life.
by Izzy T., 826 Valencia
A student reflects on memories of home and what binds her special community together.
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 Cristina, 826CHI
A student recounts separation with a beloved friend through a nostalgic lens.
by Vanessa Ramon-Ibarra, 826DC
Living in the digital world can create unwanted attachments, as one student laments.
by Camille, 826LA
A student finds her wings in unexpected places in this piece about the transition to college.
by Steysi Hailee, 826LA
A student reflects on a small moment and single sacrifice that transformed her outlook on giving.
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