Abstract
This article presents the findings of a qualitative systematic literature review of published South African studies on writing centre practices. The review explores the consultation strategies employed by writing centre consultants when working with students from academic disciplines other than their own. With the growing interdisciplinarity in higher education, writing centre consultants are increasingly expected to support students whose subject matter and discourse conventions may fall outside the consultants' area of academic expertise. Drawing on 20 peer-reviewed sources, this study examines how consultants navigate disciplinary boundaries, offer effective writing support and foster collaborative learning environments. The main strategies identified were adaptive questioning, pedagogy of care, scaffolding, fostering metacognition and genre awareness. These findings suggest that while cross-disciplinary consultations pose challenges, they also offer opportunities for transformative pedagogy and epistemological access to the field. The study contributes to the evolving discourse on the roles played by writing centres in South African higher education by highlighting the dynamic and context-responsive nature of writing consultant-student interactions.