1 Fenrill

Springboard Reflective Essay Template

Argument in Photo Essays

If you’re building your first photo essay, get ready for an exciting challenge. A photo essay is essentially a story—or in this case, an argument—that is made through mainly images instead of text.

When you build an argumentative photo essay, just as with any other essay, you’re going think about what your main argument is and what kind of evidence you’ll use to support your claims. In the case of a photo essay, your evidence comes through visually, in pictures.

For example, let’s say you want to create a photo essay about people who live with food insecurity in your area. You would want to take pictures of people who deal with food insecurity, perhaps take pictures of their pantries and refrigerators. These pictures could be extremely powerful and persuasive. The appeals to pathos would be strong and moving.

Of course, you should be sure to get permission before you take anyone’s pictures, but photo essays can be a wonderful opportunity to express your creativity and make your argument in a powerful manner.

Sometimes, seeing an example is the best way to get started with a new project. The video below shows a sample student photo essay on the dangers of plastic. Notice the powerful argument the student is able to make by using images and very little text.

Saavedra, S. (2010, April 18). The plastic soup photo essay. [Video file]. Retrieved from https://www.youtube.com/watch?v=SQh898IcOgM

Springboard online website:



Senior English ALL UNITS Springboard pdf 


Springboard Graphic Organizers 


Critical Approaches to Literature: Types of Criticism 


Grade 12 - Theme: How Perception Changes Meaning

Unit 1 - Perception is Everything: May include readings from Amy Tan's "The Joy Luck Club" or "Shooting An Elephant" by George Orwell; scenes from Alfred Hitchcock's "Rear Window"; Activities: Create a photo essay; creative a reflective essay

Unit 2 - The Subjects: May include scenes from "My Fair Lady," "The Manchurian Candidate," "Nine to Five," "Cinderella" and "The Legend of Bagger Vance." Activity: Write a script transforming a scene from "Pygmalion" reflecting one of the critical lenses studied (cultural, feminist, archetypal, or Marxist)

Unit 3 - The Story: May include reading "My Sister's Keeper" by Jodi Picoult or "The Poisonwood Bible" by Barbara Kingsolver; song "We Didn't Start the Fire" by Billy Joel.

Unit 4 - The Palette: Shakespeare's play, "Othello" and modern film versions of that play; song "The Right to Love" and an essay by Tilden G. Edelstein, "Othello in America: The Drama Of Racial Intermarriage." Activities: staging an interpretation; composing an argumentative timed writing  


Unit 1 Springboard stuff: Perception is Everything


Embedded Assessment #1 

Objective: Your assignment is to create and present a photo essay expressing your perspective (position) about an issue or topic of importance to you. You can use the argument you write in Activity 1.14 to develop a final product, using at least ten images to develop your visual argument. Include your intended thesis and a written rationale explaining how your images convey this thesis. You will turn in this assignment via your SMORE account you created. (https://www.smore.com/)


10 photos/10 paragraphs via https://www.smore.com/. You will email me your SMORE link before the END of class.


* Goal- Creating an argumentative photo essay


Embedded Assessment #2  (some time in October)

Objective: Write a reflective essay that illustrates an event in which you or someone you know felt like a "stranger in the village" or was perceived as a stranger by some group.


* Goal- Writing a reflective essay


Unit 1 Exam (last day before Fall Break)


Unit 1 Springboard Workbook pdf 


Unit 1 Goals:

1.) To examine the relationship between perspective and critical theory 

2.) To analyze and apply critical theories to various texts studied and created

3.) To control and manipulate textual evidence in writing to clearly and effectively convey a controlling idea or thesis

4.) To use punctuation and syntax to create meaning and effect in writing


Unit 1 Vocabulary:






dominant group




Unit 1 literary terms:

literary theory

Reader Response Criticism

mise en scene

visual rhetoric




Cultural Criticism 


Unit 2 Springboard stuff: The Collective Perspective

Unit 2 Springboard Workbook pdf


Embedded Assessment #1: Illuminating Pygmalion.

Objective: Time writing response (one class period- 70 minutes)


  1. Aside from very rare exceptions there is literally no opposition to the leaders in this society.  Why is this?  What ideas must the people in this society have accepted to live a life of obedience, drudgery, and fear?

  2. Why does the Council of Vocations assign Equality the job of street sweeper?  Is it due to error, incompetence, or a more sinister motivation?  Explain.


Embedded Assessment #2: Applying a Critical Perspective.

Objective: Your assignment is to write an analytical essay applying the Feminist Critical Perspective to the short story "The Chaser" by John Collier.



- To enhance critical thinking by studying Feminist, Marxist, and Archetypal critical perspectives

- To apply multiple critical perspectives to drama, nonfiction, and non-print texts

- To use the writing process to create an engaging script and an insightful analytical response

- To use a variety of organizational and rhetorical strategies for different modes of writing 

- To read/understand Marxist theories of Anthem by Ayn Rand



Unit 2 Vocabulary:

- enfranchisement

- patriarchal

- archetypes

- Archetypal Criticism

- artistic license

- Marxist Criticism

- Feminist Criticism

- montage



Unit 2 Literary Terms:

- motif

- mise en scene

- myth

- satire

- genre conventions

- tone

- allusion



Unit 3 Springboard stuff:

Unit 3 Springboard Workbook pdf 


Unit 4 Spring board stuff: 

Unit 4 Springboard Workbook pdf 

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