3. Talk about what’s going on during the writing process. Learners need to hear what people think about when writing and what kinds of decisions they make. This will help them to understand the writing process.
4. Look at all the ideas. Find the ideas that are similar and place them next to each other. This is called clustering. Learners may do this as they are mapping or after the map is complete. Some people circle their clusters when they have finished.
5. When the map is complete, look at the details again. What is a logical order for them? Which should come first, second, etc.? Number the details or clusters in that order. You might want to help the learner find a heading for each cluster.
6. The learner can begin to write a paragraph from the information and organization in the map. Start the paragraph with a sentence about the topic (maybe the original idea). Then put the details into sentences and add them in the order given in the map. If the topic is specific and not too broad, beginning writers can write one sentence about each detail. More advanced writers will have more details and clusters so their stories will be longer.
   
   However, each detail could make one simple sentence; each cluster could be a separate paragraph. (Remember that the paragraph needs a closing sentence. This could be restating the first sentence, summarizing the details, or giving an opinion or emotional response to the topic).

Saskatchewan level 1 tutor training kit: Tutor manual. (2000). Saskatoon, Saskatchewan: Saskatchewan Literacy Network. Used with permission. Contact the Network at www.sk.literacy.ca or 1-888-511-2111.

Handout 7.2