In Upper secondary vocational education and training (VET) we note the presence of students with learning challenges, including reading and writing difficulties. However, both the learning and practice of a trade require the use of trade-related writing. One characteristic of those writings is their plurisemioticity which we can see as different semiotic resources at hand to do things and make meaning in the situation. The purpose of the present contribution is to describe the use of trade-related writing in upper secondary vocational training (VET) within a heterogeneous group of individuals in terms of their level of education upon entering the training program. Our results from analysis of data from a case study of a carpentry programme shows that learners use such writing with an affective attitude of openness and that they are inclined to use at the first place semiotic systems and mediums with which they are more familiar. Results raise as well issues of information literacy, particularly in terms of the quality of the information obtained by learners in digital medium.