ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book shows that classroom instructional discourse in vocational teaching alternates monologic explanation moves with the more interactive initiation-response-evaluation sequence sequences. It traces the linguistic and visual development of the student builder’s diary from novice trainees, to apprentices employed in industry, to the diary of an experienced carpenter. The book examines how visual representation is employed in making meaning in trade’s textbooks. It explores the texts that vocational students read are highly technical visually, with relatively high visual density. The book provides some of the limitations of the word list research, including the size of the written and spoken corpora. It presents an analysis of the lexis in the spoken corpora from carpentry, plumbing, automotive technology, and fabrication and describes a writing guide that provides good student writing as exemplars.
