• What skills overlap between the two?​

• Where do they diverge in terms of expectations, structure, and assessment?

• How do students struggle with forming a clear, defensible thesis?​

• What strategies have worked in guiding students toward stronger, evidence-based arguments?

• What methods work best for helping students analyze and incorporate textual and visual evidence?​

• How can we guide students toward selecting the strongest evidence instead of summarizing everything?

• How do students currently engage with visual sources in DBQs?​

• What strategies help students integrate them more effectively into their arguments?

Students may sometimes engage with visuals when they work on a DBQ, but they might not be as prominent in this kind of work. It might benefit us to try and inject some visuals in more often, in an attempt to make the great DBQs we already do, a little more "RST-like".

Strategies like active reading could be incredibly helpful for students to make connections and integrate these sources into their arguments and RSTs. The more students interact with visuals and ask questions of them, the stronger their connections will be.