  When designing communicative visualizations, we often focus on goals that
seek to convey patterns, relations, or comparisons (cognitive learning
objectives). We pay less attention to affective intents--those that seek to
influence or leverage the audience's opinions, attitudes, or values in some
way. Affective objectives may range in outcomes from making the viewer care
about the subject, strengthening a stance on an opinion, or leading them to
take further action. Because such goals are often considered a violation of
perceived 'neutrality' or are 'political,' designers may resist or be unable to
describe these intents, let alone formalize them as learning objectives. While
there are notable exceptions--such as advocacy visualizations or persuasive
cartography--we find that visualization designers rarely acknowledge or
formalize affective objectives. Through interviews with visualization
designers, we expand on prior work on using learning objectives as a framework
for describing and assessing communicative intent. Specifically, we extend and
revise the framework to include a set of affective learning objectives. This
structured taxonomy can help designers identify and declare their goals and
compare and assess designs in a more principled way. Additionally, the taxonomy
can enable external critique and analysis of visualizations. We illustrate the
use of the taxonomy with a critical analysis of an affective visualization.
