A description of the use of flowcharts in teaching students of English as a second language (ESL) to "map" dialogue for conversation begins with a review of the literature concerning the flowchart form and content. Conversational form and logic and the discourse chart designed by Mohr and adapted for this study are discussed. The classroom activity plan used with this flowchart model at the University of Kansas Applied English Center is outlined. Five steps are suggested to lead students gradually from initial encounter with the discourse chart to the ability to converse logically without direct reference to the chart. The first step is to introduce the Mohr chart and develop familiarity with it. The second step involves plotting sample dialogues on the chart. The third step, accomplished by student pairs, is to develop a conversation from a topic and sequence provided by the teacher, using the chart. The fourth step is a flashcard exercise using groups of three or more students, in which one student holds up flashcards containing directions to students creating a conversation. The final step begins with a brief lecture in which the teacher explains the rules of conversation, implicit in the chart, and students pair off to create conversations according to directions given them. The dialogues are recorded for evaluation. Specific materials, techniques, sources for topics, and transcribed classroom conversations are provided as illustrations. A conversation grading chart and a sample flowchart are also included. (MSE)