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 learning to negotiate a new situation and the role the situation will play in what is learned” (p. 222). The idea that writing is typically a socially situated communicative act is later incorporated into Flower's (1994) social cognitive theory of writing. In the social cognitive curriculum students are trained as apprentices in negotiating an academic community and in the process develop strategic knowledge. Writing skills are acquired and used through negotiated interaction with real audience expectations, as in peer group responses. Instruction should, therefore, provide students with opportunities to engage in transactions with their own and others' texts (Grabe & Kaplan, 1996). By guiding students toward a conscious awareness of how audiences will interpret their work, students then learn to write with a “readable” sensibility (Kern,