Agar, M. H. (2006). Culture: Can you take it anywhere?International Journal of Qualitative, 5(2), 1–12.
Barber, K. (2007). The anthropology of texts, persons and publics: Oral and written culture in Africa and beyond. Cambridge University Press.
Barton, D., Hamilton, M., & Ivanič, R. (Eds.) (2000). Situated literacies. Routledge.
Blommaert, J. (2005). Discourse: A critical introduction. Cambridge University Press.
Blommaert, J. (2018). Dialogues with ethnography. Multilingual Matters.
Blumer, H. (1969). Symbolic interactionism: Perspective and method. Prentice-Hall.
Bourdieu, P. (2000 [1977]). Pascalian meditations. Stanford University Press.
Cameron, D. (2012 [1995]). Verbal hygiene. Routledge.
Candlin, C. N. (1987). Explaining moments of conflict in discourse. In R. Steele & T. Treadgold. (Eds.), Language topics: Essays in honour of Michael Halliday (pp. 413–429). John Benjamins.
Gardener, S. (1992 [1985]). The long word club. The development of written language within adult fresh start and return to learning programmes. RaPAL.
Gee, J. (2007 [1996]). Sociolinguistics and literacies (3rd ed.). Taylor & Francis.
Headland, J., Pike, K., & Harris, M. (Eds.) (1990). Emics and etics: The insider/outside debate. Sage.
Horner, B. (1999). The birth of basic writing. In B. Horner & M. Zhan-Lu. (Eds.), Representing the other: Basic writers and the teaching of basic writing (pp. 3–29). National Council of Teachers of English.
Hymes, D. (1996). Ethnography, linguistics, narrative inequality. Taylor & Francis.
Lillis, T. (2001). Student writing: Access, regulation, desire. Routledge.
Lillis, T. (2008). Ethnography as method, methodology, and “deep theorising”: Closing the gap between text and context in academic writing research. Written Communication, 25(3), 353–388.
Lillis, T. (2013). The sociolinguistics of writing. Edinburgh University Press.
Lillis, T. (2018). Resistir regímenes de evaluación en el estudio del escribir: Hacia un imaginario enriquecido. Signo y Pensamiento, 36(71), 66–81.
Lillis, T., & Curry, M. J. (2010). Academic writing in a global context. Routledge.
Lillis, T., Harrington, K., Lea, M., & Mitchell, S. (Eds.) (2015). Working with academic literacies: case studies towards transformative practice. Retrieved on 2 June 2021 from [URL].
Lillis, T., Leedham, M., & Twiner, A. (2020). Time, the written record and professional practice: The case of contemporary social work. Written Communication, 37(4), 431–486.
Maybin, J. (1994). Children’s voices: Talk, knowledge and identity. In D. Graddol, J. Maybin, & B. Stierer. (Eds.), Researching language and literacy in social context (pp. 131–150). Multilingual Matters.
Paltridge, B., Starfield, S., & Tardy, C. (2016). Ethnographic perspectives on academic writing. Oxford University Press.
Rampton, B., Maybin, C., & Roberts, C. (2015). Theory and method in linguistic ethnography. In J. Snell, S. Shaw, & F. Coupland. (Eds.), Linguistic ethnography (pp. 11–50). Palgrave Macmillan.
Sarangi, S. (2006). The conditions and consequences of professional discourse studies. In R. Kiely, P. Rea-Dickins, H. Woodfield, & G. Clibbon. (Eds.), Language, culture and identity in applied linguistics (pp. 199–220). Equinox.
Snell, J., Shaw, S., & Coupland, F. (Eds.) (2015). Linguistic ethnography. Palgrave Macmillan.
Street, B. (1984). Literacy in theory and practice. Cambridge University Press.