Grades 11–12
Memoir, NarrativeWritingWhen I first started running track and cross country two years ago, it was because I wanted to do a sport in order to look good for college. After doing some research, I determined that track was a sport that I wanted to do because of my previous enjoyment of running during middle school. I enjoyed pushing myself every week to lower my time, and seeing my improvement made me feel great because it showed me what I was capable of. I loved the sense of accomplishment that I would feel every time after a run, and that the more tired I felt meant the more effort I had actually put in. It was so difficult at first. I was not a natural, and the first race was a sign of it. The starting gun went off and everybody took off. I saw my own teammates ahead of me as well as those of the competing school. I felt the adrenaline rush pushing me to try and keep up and go even faster. After I had completed the mile, I was exhausted, and I checked my time and was met with a surprise. I had dropped my time from a 7:30 mile to 6:11. I thought to myself that if I was able to drop my time this much with little training, that I would be able to drop my time by even more if I became really committed.
Since then, I have been committed for about two years now and have been going to every single practice, eventually becoming the captain of the team. I was chosen to be captain of the team because of my commitment and leadership skills that I had demonstrated by trying to help everybody get to practice, be cleared for competitions by the school, and better themselves in running.
Normally, I run in the afternoons around Griffith Park after my classes are over. I want to be prepared in case we have a cross country or track season, as well as wanting to keep myself in shape. It is a skill that did not come natural to me but rather I had to develop over time with hard work and commitment.
As a result of running, I got to meet all of these people such as my teammates, my coaches, and runners from other schools. Some are old friends who I knew before and went to other schools. It has given me an opportunity to see people again, but in a competitive spirit. I likely would have never met them or come to rely on them or them on me if I hadn’t started running.
Our coaches have taken us to many different places to train. Once, he took us to the Rose Bowl. Another time, to a random park. We developed a sense of running on different terrain. I got to see different places, especially during competitions. I know I would never have been able to go and see these places otherwise.
Running has allowed me to be more organized with my time and develop my leadership skills. I did not expect that joining track would give me so many opportunities, especially since I joined with a mindset of doing it just to have something on my college resume. As a result of it, I got blessed with a lifelong love for running, new skills that I can use in everyday life, companionship, and memories. I am thankful for this unexpected opportunity.
by Lucas Hu, 826 Boston
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by Justis Porter, age 16, 826 Boston
A neighborhood ode filled with sights and sounds of the poet's street.
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 Karina Centeno, Grade 12, 826 Dallas Project
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by Sian Laing
When Instagram becomes an unsightly battlefield.
by Karla M., 826LA
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Virginia Walker, age 18, 826 Boston
A student writes to a grandmother she never met.
by Jonas K., 826 National
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A student reflects on the memories they made while backpacking.
by George S., Grade 11, 826 Boston
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by Jeremy Hsiao, 826 National
From the forthcoming anthology, Poets in Revolt!, this poem reminds activists that "to change everything, we need everyone."
Rosman A., age 18, 826CHI
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by Alanis T., Age 17, 826 Boston
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by Lukoiy V.R.G., Grade 12, Woodburn, OR
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In this poem, a student reflects on their first encounter with forced assimilation.
by Colin Y., Age 17, 826 Valencia
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Cate H, Grade 12, 826CHI
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by Sharoya Bracey, 826NYC
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by Numan Khan, age 16, 826 Boston
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by Sally Phan, 826 Boston
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by Sergio M, 826 Valencia
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by Jesus C., Grade 12, 826LA
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by Sarah X. Age 18, 826Boston
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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 Julianna Cruz, 826 Dallas Project
This narrative piece contemplates the struggle of immigrants during the pandemic.
Kenya G., 17, 826LA
A poet relates her experience as a queer woman in the closet to a peacock in the zoo.
by Sylvia C., 826 Valencia
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by Earl Williams Jr., The 826 Dallas Project
A powerful poetic piece about the experience of being Black in America.
by Leydi Di Villanueva, The 826 Dallas Project
This creative narrative imagines how the coronavirus views humanity during the pandemic.
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 Albin C., Age 18, 826 Boston
A student recalls how he was able to take charge and turn his life around.
by Melody Marcano, 826 Boston
In this poem, a student reflects on their roots and their desire to grow.
by Terra C., Grades 10-11, 826NYC
A student recalls their journey on how they discovered their LGBTQIA+ identity.
by Vanessa Ramon-Ibarra, 826DC
Living in the digital world can create unwanted attachments, as one student laments.
Annasian Walters, Grade 11-12, 826NYC
A student explores gratitude and love through sharing food.
by Sarah X., Grade 12, 826 Boston
A student shares how they've uplifted their community.
Henry F., Grade 12, 826CHI
A trans student reflects on their desire to be male.
by Kaleo V.C., Age 17, 826 Valencia
A student looks back on their first day of kindergarten and how they've changed.
by Augustus Griffith Jr., 826 National
From the forthcoming anthology, Poets in Revolt!, this poem explores the aftermath and lasting impacts of school shootings.
Yamilet J., 826LA
A student reflects on the fear and wonder of becoming a mother.
by Salma Khalif, 826 MSP
A powerful poem that lifts up Black women.
by Michaiah Anderson, The 826 Dallas Project
In this poem, a student describes their family origins with an intimate point of view
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 Kayla, 826 Boston
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by Lisbeth M.F., 826NYC
A story about how Marcus becomes Marcela.
by Jordan, 826 New Orleans
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by Henry F., Grade 12, 826CHI
In this poem, a student reflects on identity.
by Jahruwach Hamilton, 826NYC
In this rousing poem, a student asserts her strength and worth as a woman.
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 Ryker, 826michigan
Liner notes that showcase the meaning and musicality of the Jimmy Ruffin song “What Becomes of the Brokenhearted.”
by Jennifer Alcocer, The 826 Dallas Project
This personal narrative addresses the struggles of students graduating high school during the pandemic.
by Arianna R., Grade 11, 826 Boston
A beautiful ode to home and self.
by Jizelle Villegas, Grade 12, 826 Dallas Project
The stunning and vulnerable poem processes feelings of loss, grief, and hope for the future.
by Franny, 826CHI
A student spins through space and a treasure trove of memories in this poem.
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 Rockelle Rodd, Grade 11, 826NYC
This poem uses analogies to describe all of the pieces of the writer's personal history.
by Tammy Fong, 826NYC
A soccer-filled, feud-fueled memoir.
by Gisel J., 826LA
The power of public speaking shines through this student's memoir.
by Johnny Vasquez, 826 MSP
A family interview reveals a mother's painful past and shines a light on her persistence.
by Camille, 826LA
A student finds her wings in unexpected places in this piece about the transition to college.
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 Abby S., Grade 11, 826 Boston
An author reflects on their correspondence with their friend from the past.
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 Cristina, 826CHI
A student recounts separation with a beloved friend through a nostalgic lens.
by Jesus Sanchez, The 826 Dallas Project
This creative short horror piece explores the mysteries and danger of a night in the woods.
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 Oriel, 826NYC
In this poem, an echoing question strikes a chord and reveals the tragic loss held within systemic injustice.
by Jazlyn Moses, 826 National
One student explores their online persona and the lasting importance of conscientious social media practices.
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 Keyshana, Grade 11, 826CHI
Black strength, beauty, and pride soar in this poem as a student discusses overcoming brutality and discrimination.
by Shayne Williams
Discover what one student experiences when they tuck their phone away for a whole day.
by Bianca Morcho, 826 MSP
A personal essay that explores the different shades of the Black Lives Matter movement.
by Junaynah R., Grade 11, 826NYC
Full of exquisite imagery, this poem explores the idea of second chances.
by Soraya, 826NYC
This student’s powerful piece reveals the essence of racial injustice.
by Nhu N., Grade 12, 826 Boston
A young writer reconciles their sexuality with the beliefs of their community.
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 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 Elsy M.E., Grade 11, 826 Valencia
A poet imagines a better and more harmonious world.
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