  In visualization education, both science and humanities, the literature is
often divided into two parts: the design aspect and the analysis of the
visualization. However, we find limited discussion on how to motivate and
engage visualization students in the classroom. In the field of Writing
Studies, researchers develop tools and frameworks for student peer review of
writing. Based on the literature review from the field of Writing Studies, this
paper proposes a new framework to implement visualization peer review in the
classroom to engage today's students. This framework can be customized for
incremental and double-blind review to inspire students and reinforce critical
thinking about visualization.
