Macquarie University
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Exploring 'attitude' in information for parents of newly identified deaf and hard of hearing (D/HH) children in NSW: an Appraisal Analysis of two early intervention websites

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posted on 2022-03-28, 13:43 authored by Emily Kecman
It is often argued that the provision of information is not a technical activity, but rather a contextualised social action. Previous research into informed choice for parents of D/HH children reinforces this perspective, highlighting the role contextual factors play in increasing 'subjective presence' within information provided to parents of D/HH children. This research analyses the websites of two major early intervention centres in NSW using a social semiotic approach, employing APPRAISAL analysis to the websites to contribute to a better understand the nature of information parents encounter in the contemporary context. APPRAISAL allows for systematic analysis of linguistic resources employed within texts to express attitudes, adopt stances, or to encourage positive or negative evaluations of phenomena from readers/listeners. The qualitative and quantitative findings indicate a number of discursive patterns of evaluations and attitudes within the websites. Certain intervention approaches and services are appraised more frequently and positively than others, and D/HH children and their families are appraised as 'conditionally successful' -with the condition being that they receive the right kind of assistance from the right organisation. It is argued for that these and other patterns of evaluation affect the extent to which families are genuinely supported to exercise informed choice.


Table of Contents

1. -- Introduction -- 2. Literature Review -- 3. Methodology -- 4. -- Findings -- 5. Conclusions.


Bibliography: pages 106-114 Theoretical thesis.

Awarding Institution

Macquarie University

Degree Type

Thesis MRes


MRes, Macquarie University, Faculty of Human Sciences, Department of Linguistics

Department, Centre or School

Department of Linguistics

Year of Award


Principal Supervisor

John Knox


Copyright Emily Kecman 2017 Copyright disclaimer:




1 online resource (162 pages): illustrations (some colour)

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