Navigating the genre boundaries: How Writing Centre enhance the discourse on graduate attributes

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Abstract

This paper examines how the CPUT Writing Centre enables first year students to navigate disciplinary genre boundaries while enhancing their Graduate Attributes. These metacognitive principles can be conceptualised as developmental mechanisms WITHIN the field of study and WITHOUT / outside the university. Such developmental mechanisms are about pursuing transformative agenda through the examination of discourse practices internally within the departments and faculties (inward looking) and externally in the society (outward looking). Public Management first year students were used as a case study wherein the principle of student engagement and integration of theory into practice were explored. The study used Academic Literacies, Critical Linguistic Awareness and Relational Agency as lens to explore how transformative capacity of these students was enhanced.

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