When 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 Tammy Fong, 826NYC
A soccer-filled, feud-fueled memoir.
Kenya G., 17, 826LA
A poet relates her experience as a queer woman in the closet to a peacock in the zoo.
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 Johnny Vasquez, 826 MSP
A family interview reveals a mother's painful past and shines a light on her persistence.
by Oriel, 826NYC
In this poem, an echoing question strikes a chord and reveals the tragic loss held within systemic injustice.
by Gisel J., 826LA
The power of public speaking shines through this student's memoir.
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 Cristina, 826CHI
A student recounts separation with a beloved friend through a nostalgic lens.
by Jahruwach Hamilton, 826NYC
In this rousing poem, a student asserts her strength and worth as a woman.
by Bianca Morcho, 826 MSP
A personal essay that explores the different shades of the Black Lives Matter movement.
by Abby S., Grade 11, 826 Boston
An author reflects on their correspondence with their friend from the past.
by Salma Khalif, 826 MSP
A powerful poem that lifts up Black women.
by Izzy T., 826 Valencia
A student reflects on memories of home and what binds her special community together.
by Jesus Sanchez, The 826 Dallas Project
This creative short horror piece explores the mysteries and danger of a night in the woods.
by Junaynah R., Grade 11, 826NYC
Full of exquisite imagery, this poem explores the idea of second chances.
by Terra C., Grades 10-11, 826NYC
A student recalls their journey on how they discovered their LGBTQIA+ identity.
by Arianna R., Grade 11, 826 Boston
A beautiful ode to home and self.
Virginia Walker, age 18, 826 Boston
A student writes to a grandmother she never met.
by Lucas Hu, 826 Boston
A poem about staying true to yourself during a challenging transition
by Shayne Williams
Discover what one student experiences when they tuck their phone away for a whole day.
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 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 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 Justis Porter, age 16, 826 Boston
A neighborhood ode filled with sights and sounds of the poet's street.
by Rockelle Rodd, Grade 11, 826NYC
This poem uses analogies to describe all of the pieces of the writer's personal history.
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.”
Annasian Walters, Grade 11-12, 826NYC
A student explores gratitude and love through sharing food.
by Soraya, 826NYC
This student’s powerful piece reveals the essence of racial injustice.
by Alanis T., Age 17, 826 Boston
A student reflects on how her relationship's with her parents has influenced her life.
by Raheem, 826 New Orleans
A student compares themself to the place they live, New Orleans, as both evolve through great obstacles.
by Vanessa Ramon-Ibarra, 826DC
Living in the digital world can create unwanted attachments, as one student laments.
by Sergio M, 826 Valencia
This piece reminds us that a smile is not always what it seems.
Henry F., Grade 12, 826CHI
A trans student reflects on their desire to be male.
by Franny, 826CHI
A student spins through space and a treasure trove of memories in this poem.
by Jonas K., 826 National
A student explores the paradox of how technology is used amongst teenagers.
by Jizelle Villegas, Grade 12, 826 Dallas Project
The stunning and vulnerable poem processes feelings of loss, grief, and hope for the future.
Cate H, Grade 12, 826CHI
A poet sets the stage to showcase her reflections on being trans.
by Numan Khan, age 16, 826 Boston
A bilingual "I am" poem filled with conviction and courage.
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 Albin C., Age 18, 826 Boston
A student recalls how he was able to take charge and turn his life around.
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 Lisbeth M.F., 826NYC
A story about how Marcus becomes Marcela.
by Jesus C., Grade 12, 826LA
A poet identifies with a trapped ocelot at the zoo.
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 Maya M., Grade 11, Newburg, OR
A student reflects on the memories they made while backpacking.
by Kayla Wayne, Grade 11, 826NYC
In this poem, a student reflects on their first encounter with forced assimilation.
by Jordan, 826 New Orleans
Crawfish, crayfish, or mudbugs. Whatever you call them, the writer of this poem doesn't like them.
by Elsy M.E., Grade 11, 826 Valencia
A poet imagines a better and more harmonious world.
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 Camille, 826LA
A student finds her wings in unexpected places in this piece about the transition to college.
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 Henry F., Grade 12, 826CHI
In this poem, a student reflects on identity.
by Sylvia C., 826 Valencia
A poet demonstrates their devotion to love.
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 Sharoya Bracey, 826NYC
In this memoir, the narrator recounts the struggle of being the bigger person in a very small space.
by Steysi Hailee, 826LA
A student reflects on a small moment and single sacrifice that transformed her outlook on giving.
by Michaiah Anderson, The 826 Dallas Project
In this poem, a student describes their family origins with an intimate point of view
by Tina N., Grade 12, 826 Boston
A student describes their shark like imaginary friend.
by Kayla, 826 Boston
This poem offers a very-real answer to "What do you want to be when you grow up?"
by Samuel Wang, Grade 10, 826NYC
A poem about the complexity of love exchanged during the holidays.
by Sian Laing
When Instagram becomes an unsightly battlefield.
by Sally Phan, 826 Boston
A memoir that questions the idea of home and how it changes with time.
by Leydi Di Villanueva, The 826 Dallas Project
This creative narrative imagines how the coronavirus views humanity during the pandemic.
by Riti Shrestha, 826NYC
In this poem, metaphor is used to describe who the narrator is.
by Nhu N., Grade 12, 826 Boston
A young writer reconciles their sexuality with the beliefs of their community.
by Earl Williams Jr., The 826 Dallas Project
A powerful poetic piece about the experience of being Black in America.
by Sarah X., Grade 12, 826 Boston
A student shares how they've uplifted their community.
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 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 Kaleo V.C., Age 17, 826 Valencia
A student looks back on their first day of kindergarten and how they've changed.
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.
Rosman A., age 18, 826CHI
Smells swirl about a student walking around an ice cream shop.
by Timothy T., Age 17, 826 Valencia
A student tells the story of how his family has influenced his life.
by Jazlyn Moses, 826 National
One student explores their online persona and the lasting importance of conscientious social media practices.
by Karina Centeno, Grade 12, 826 Dallas Project
This poem takes an honest look at two sides of the writer's culture.
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 Colin Y., Age 17, 826 Valencia
A student describes how volunteering saved him from his online prison.
by Jennifer Alcocer, The 826 Dallas Project
This personal narrative addresses the struggles of students graduating high school during the pandemic.
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 Karla M., 826LA
A poem for lovers of love and the moon.
by Keyshana, Grade 11, 826CHI
Black strength, beauty, and pride soar in this poem as a student discusses overcoming brutality and discrimination.
by Julianna Cruz, 826 Dallas Project
This narrative piece contemplates the struggle of immigrants during the pandemic.
by Melody Marcano, 826 Boston
In this poem, a student reflects on their roots and their desire to grow.
Yamilet J., 826LA
A student reflects on the fear and wonder of becoming a mother.