Classroom Resource

145 Picture Prompts to Inspire Student Writing

Subject Area

English Language Arts

Grade(s)

3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Overview

These short, accessible, image-driven prompts invite students to pen short stories, poems, and memoirs; share experiences from their lives; analyze illustrations, graphs, and charts; and tell us their opinions on hot-button issues. This list from The York Times provides all the prompts that were published during the 2021-22 school year.

There are multiple categories of prompts that can be used for students to practice various modes of writing including:

What story does this image inspire for you?

Share experiences from your own life.

What do you think this image, chart or cartoon is saying?

What’s your opinion on this issue?

These prompts are intended to be used as skill practice after students have been taught the structure and mechanics of narrative, explanatory, and argumentation writing. The teacher should preview the prompts to ensure they are appropriate for the intended grade level.

Content Standards

English Language Arts (2021) Grade(s): 3

ELA21.3.33
Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

Unpacked Content

Vocabulary

Personal narrative
Fictional narrative
Logical plot
Sequence of events
Characters
Transitions
Closure

Knowledge

Students know:

A narrative is a piece of writing that tells a story.
A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made up story.
A narrative story describes a sequence of events in a logical order (beginning, middle, end) and provides a sense of closure as an ending.
A narrative story describes the actions, thoughts, and feelings of the characters.
Narrative transitions indicate when and where the story is occurring.

Skills

Students are able to:

Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story.
Write a narrative with a logical sequence of events and details that describe how the characters feels, acts, and thinks.
Use appropriate transitions in narrative writing.
Write a narrative that ends with a sense of closure.

Understanding

Students understand that:

Narrative writing includes predictable elements, like a logical sequence of events and an ending that provides the reader with a sense of closure.
Because narrative writing describes a chronological sequence of events, it includes transitions that indicate the time and place in which the story is occurring.
Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.

English Language Arts (2021) Grade(s): 3

ELA21.3.35
Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.

Unpacked Content

Vocabulary

Argument
Take an action
Adopt a position
Introduction
Logical reasoning
Evidence
Sources
Conclusion

Knowledge

Students know:

The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Argumentative writing includes an introduction, logical reasoning supported by evidence, and a concluding statement.
Evidence to support the argument must be collected from various sources.

Skills

Students are able to:

Write an argument to convince a reader to take action or adopt a position.
Include an introduction, logical reasoning supported by evidence, and a conclusion in argumentative writing.
Gather evidence from various sources to support a claim.

Understanding

Students understand that:

To persuade a reader to take action or adopt an opinion, they must present logical reasoning supported by evidence from various sources.

English Language Arts (2021) Grade(s): 3

ELA21.3.42
Write poetry or prose in response to visual images to interpret their meanings.

Unpacked Content

Vocabulary

Poetry
Prose
Visual images
Interpret

Knowledge

Students know:

Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.
Writing can be created in response to visual images.
Visual images carry meaning to viewers.

Skills

Students are able to:

Write poetry or prose after viewing visual images to explain their meaning.

Understanding

Students understand that:

Visual images can inspire them to write poetry or prose to describe their feelings and explain the image's meaning.

English Language Arts (2021) Grade(s): 4

ELA21.4.35
Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.

Unpacked Content

Vocabulary

Personal narratives
Fictional narratives
Logical plot
Transitional words and phrases
Sensory details
Dialogue
Closure

Knowledge

Students know:

A narrative is a piece of writing that tells a story.
A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made up story.
A narrative story describes a sequence of events in a logical order (beginning, middle, end) and provides a sense of closure as an ending.
Narrative transitions indicate when and where the story is occurring.
Sensory details use descriptions of the five senses.
Dialogue is a conversation between two or more people.

Skills

Students are able to:

Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story.
Write a narrative with a logical sequence of events and sensory details.
Use appropriate transitional words and phrases in narrative writing.
Include dialogue in narrative writing.
Write a narrative that ends with a sense of closure.

Understanding

Students understand that:

Narrative writing includes predictable elements, like a logical sequence of events and an ending that provides the reader with a sense of closure.
Because narrative writing describes a chronological sequence of events, it includes transitions that indicate the time and place in which the story is occurring.
Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.

English Language Arts (2021) Grade(s): 4

ELA21.4.37
Write an argument to persuade the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from relevant sources, and linking words to connect their argument to the evidence.

Unpacked Content

Vocabulary

Argument
Persuade
Take an action
Adopt a position
Introduction
Logical reasoning
Evidence
Relevant sources
Linking words

Knowledge

Students know:

The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Argumentative writing includes an introduction, logical reasoning supported by evidence, and a concluding statement.
Evidence to support the argument must be collected from various sources.
Linking words are used to connect their claim to the corresponding evidence.

Skills

Students are able to:

Write an argument to convince a reader to take action or adopt a position.
Include an introduction, logical reasoning supported by evidence, and a conclusion in argumentative writing.
Gather evidence from relevant sources to support a claim.
Use linking words to connect their argument to the corresponding evidence.

Understanding

Students understand that:

To persuade a reader to take action or adopt an opinion, they must present logical reasoning supported by evidence from relevant sources.
Linking words can help connect their argument to the evidence supporting their argument.

English Language Arts (2021) Grade(s): 5

ELA21.5.34
Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

Unpacked Content

Vocabulary

Personal narratives
Fictional narratives
Literary elements
Characters
Plot
Setting
Conflict
Dialogue
Voice
Event sequences

Knowledge

Students know:

A narrative is a piece of writing that tells a story.
A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made-up story.
A narrative story describes a sequence of plot events in a logical order (beginning, middle, end).
Narrative writing includes text elements, like characters, setting, and conflict.
Dialogue is a conversation between two or more characters in a text.

Skills

Students are able to:

Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story.
Write a narrative with a logical sequence of plot events.
Incorporate literary elements into their narrative writing, like characters, setting, and conflict.
Include dialogue in narrative writing.
Use a strong voice in writing by developing a personal writing style.

Understanding

Students understand that:

Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, and conflict.
Incorporating dialogue between the characters can add details to their narrative writing.
Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.

English Language Arts (2021) Grade(s): 5

ELA21.5.36
Write an argument to persuade the reader to take an action or adopt a position, stating a claim, supporting the claim with relevant evidence from sources, using connectives to link ideas, and presenting a strong conclusion.

Unpacked Content

Vocabulary

Argument
Persuade
Take an action
Adopt a position
Claim
Relevant evidence
Sources
Connectives
Conclusion

Knowledge

Students know:

The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Argumentative writing includes introducing the topic by stating an argumentative claim, logical reasoning supported by evidence, and a concluding statement.
Evidence to support the argument must be collected from various sources.
Connective words, like first, as a result, therefore, in addition, are used to link ideas in argumentative writing.

Skills

Students are able to:

Write an argument to convince a reader to take action or adopt a position.
Include a claim, logical reasoning supported by evidence, and a conclusion in argumentative writing.
Gather evidence from relevant sources to support a claim.
Use connective words to link their ideas within the writing.

Understanding

Students understand that:

To persuade a reader to take action or adopt an opinion, they must present logical reasoning supported by evidence from relevant sources.
Connective words can help connect their argument to the evidence supporting their argument.

English Language Arts (2021) Grade(s): 6

ELA21.6.7
Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

Unpacked Content

Vocabulary

Narrative writing
Argument writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language

Knowledge

Students know:

A narrative is a piece of writing that tells a story.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Produce clear, coherent narrative, argument, and informative/explanatory writings.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
Formal academic writing should display their command of the English language.

English Language Arts (2021) Grade(s): 7

ELA21.7.7
Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

Unpacked Content

Vocabulary

Narrative writing
Argument writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language

Knowledge

Students know:

A narrative is a piece of writing that tells a story.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Produce clear, coherent narrative, argument, and informative/explanatory writings.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
Formal academic writing should display their command of the English language.

English Language Arts (2021) Grade(s): 8

ELA21.8.8
Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

Unpacked Content

Vocabulary

Narrative writing
Argument writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language

Knowledge

Students know:

A narrative is a piece of writing that tells a story.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Produce clear, coherent narrative, argument, and informative/explanatory writings.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
Formal academic writing should display their command of the English language.

English Language Arts (2021) Grade(s): 9

ELA21.9.9
Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Unpacked Content

Vocabulary

Short writings
Extended writings
Narrative writing
Argumentative writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language

Knowledge

Students know:

Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays.
A narrative is a piece of writing that tells a story.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
Formal academic writing should display their command of the English language.

English Language Arts (2021) Grade(s): 10

ELA21.10.9
Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Unpacked Content

Vocabulary

Short writings
Extended writings
Narrative writing
Argumentative writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language

Knowledge

Students know:

Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays.
A narrative is a piece of writing that tells a story.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
Formal academic writing should display their command of the English language.

English Language Arts (2021) Grade(s): 11

ELA21.11.11
Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Unpacked Content

Vocabulary

Compose
Edit
Short products
Extended products
Writing development
Writing organization
Task
Purpose
Audience
Command of language

Knowledge

Students know:

Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays.
The skills required by the writing process.
The development and organization of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Compose short and extended writing products.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development and organization of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development and organization of the writing.
Formal academic writing should display their command of the English language.

English Language Arts (2021) Grade(s): 12

ELA21.12.11
Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Unpacked Content

Vocabulary

Compose
Edit
Revise
Short products
Extended products
Writing development
Writing organization
Writing style
Task
Purpose
Audience
Command of language

Knowledge

Students know:

Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays.
The skills required by the writing process.
The development, organization, and style of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Compose, edit, and revise short and extended writing products.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, and style of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing process is a series of steps that improve writing over time.
The writing task, purpose, and audience should be considered in the development, organization, and style of the writing.
Formal academic writing should display their command of the English language.

Interdisciplinary Connection(s)

Link to Resource

https://www.nytimes.com/2022/07/27/learning/145-picture-prompts-to-inspire-stud…

Content Type / Source

CR Resource Type

Learning Activity

Resource Provider

The New York Times

Accessibility

License

License Type

Custom

Custom License Type (URL)

https://help.nytimes.com/hc/en-us/articles/115014893428-Terms-of-service

Comments or Notes

There are additional yearly round-ups available here: 2016-17, 2017-18, 2018-19, 2019-20, and 2020-21 school years.

Educators can learn how to use Picture Prompts to build literacy skills, promote critical thinking, inspire discussion, and foster creativity, by watching the three-minute tutorial video or on-demand webinar. For dozens more ideas, view the lesson plan, “How to Teach With Our Picture Prompts (and Other Times Images).”

Approved Date

2022-09-13

Curated by

Learning Resource Type

145 Picture Prompts to Inspire Student Writing

Subject Area

Grade(s)

Overview

ELA21.3.33 Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

Vocabulary

Knowledge

Skills

Understanding

ELA21.3.35 Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.

Vocabulary

Knowledge

Skills

Understanding

ELA21.3.42 Write poetry or prose in response to visual images to interpret their meanings.

Vocabulary

Knowledge

Skills

Understanding

ELA21.4.35 Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.

Vocabulary

Knowledge

Skills

Understanding

ELA21.4.37 Write an argument to persuade the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from relevant sources, and linking words to connect their argument to the evidence.

Vocabulary

Knowledge

Skills

Understanding

ELA21.5.34 Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

Vocabulary

Knowledge

Skills

Understanding

ELA21.5.36 Write an argument to persuade the reader to take an action or adopt a position, stating a claim, supporting the claim with relevant evidence from sources, using connectives to link ideas, and presenting a strong conclusion.

Vocabulary

Knowledge

Skills

Understanding

ELA21.6.7 Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

Vocabulary

Knowledge

Skills

Understanding

ELA21.7.7 Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

Vocabulary

Knowledge

Skills

Understanding

ELA21.8.8 Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.9 Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Vocabulary

Knowledge

Skills

Understanding

ELA21.10.9 Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Vocabulary

Knowledge

Skills

Understanding

ELA21.11.11 Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Vocabulary

Knowledge

Skills

Understanding

ELA21.12.11 Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Vocabulary

Knowledge

Skills

Understanding

URL (web address)

CR Resource Type

Resource Provider

License Type

Custom License Type (URL)

ELA21.3.33
Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

ELA21.3.35
Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.

ELA21.3.42
Write poetry or prose in response to visual images to interpret their meanings.

ELA21.4.35
Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.

ELA21.4.37
Write an argument to persuade the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from relevant sources, and linking words to connect their argument to the evidence.

ELA21.5.34
Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

ELA21.5.36
Write an argument to persuade the reader to take an action or adopt a position, stating a claim, supporting the claim with relevant evidence from sources, using connectives to link ideas, and presenting a strong conclusion.

ELA21.6.7
Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

ELA21.7.7
Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

ELA21.8.8
Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

ELA21.9.9
Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

ELA21.10.9
Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

ELA21.11.11
Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

ELA21.12.11
Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.