Kohærensmåder

Bartlett, T. (2016). Multiscalar Modelling of Context: Some Questions Raised by the Category of Mode. I W. L. Bowcher & J. Y. Liang

(red.), Society in Language, Language in Society: Essays in Honour of Ruqaiya Hasan (s. 166-183). Palgrave Macmillan UK. https://doi.org/10.1057/9781137402868_7.

Donahue, C., & Lillis, T. (2014). Models of writing and text production. I E.-M. Jakobs, D. Perrin, & K. Knapp (red.), Handbook of Writing and Text Production (s. 55-78). Berlin/Boston: De Gruyter, Inc.

Erickson, F. (1977). Some approaches to inquiry in school-community ethnography. Anthropology & education quarterly, 8(2), 58-69. https://doi.org/10.1525/aeq.1977.8.2.05x1396r

Erickson, F. (1986). Qualitative methods in research on teaching. I M. Wittrock (red.), Handbook of research on teaching (s. 119-159). New York: MacMillan.

Hasan, R. (1984). Coherence and Cohesive Harmony. I J. Flood (red.), Understanding reading comprehension: cognition, language, and the structure of prose (s. 181-219). Newark, Del: International Reading Association.

Hasan, R. (1989). The texture of a text. I M. A. K. Halliday & R. Hasan (red.), Language, context, and text: aspects of language in a social-semiotic perspective (2. udg., s. 71-96). Oxford: Oxford University Press.

Holmberg, P. (2012). Kontext som aktivitet, situationstyp og praktik. En kritisk analys av kontexbegreppet i systemisk funktionell teori. Språk och stil, 22(1), 67-86. ttps://gup.ub.gu.se/file/83043

Schultz, K., & Fecho, B. (2000). Society’s Child: Social Context and Writing Development. Educational psychologist, 35(1), 51-62. https://doi.org/10.1207/S15326985EP3501_6

Small, M. L. (2009). ‘How many cases do I need?’ On science and the logic of case selection in field-based research. Ethnography, 10(1), 5-38. https://doi.org/10.1177/1466138108099586