According to the researchers, “conceptualizing this transition as a social/cognitive act of entering into discourse emphasizes both the problem-solving effort of a student who learns to negotiate a new situation and the role of the situation. will play into what is learned” (p. 222). The idea that writing is generally a socially situated communicative act is later incorporated into Flower's (1994) socio-cognitive theory of writing. In the social cognitive program, students learn as apprentices to negotiate within an academic community and thus develop strategic knowledge. Writing skills are learned and used through negotiated interaction with actual audience expectations, such as in peer group responses. Teaching should therefore provide opportunities for students to participate in transactions with their own and others' texts (Grabe and Kaplan, 1996). By guiding students toward an awareness of how audiences will interpret their work, learners then learn to write with “reader” sensitivity (Kern,