• AI can offer useful writing feedback when used combined with peer review. • AI and peer responses were often similar and mutually reinforcing. • When AI and peer responses differed, the perspectives were often complementary. • Evaluating AI feedback fostered student agency and AI literacy. Cycles of drafting and revising are crucial for student writers' growth, and formative assessment plays an important role. However, many teachers lack the time or resources to provide feedback on drafts. While research suggests that AI feedback is high enough quality to be used for draft feedback, especially when assignment-specific criteria are used (Steiss et al., 2024), it must be used in a human-centered process. AI has the potential to reduce educational equity gaps in writing support (Warschauer et al., 2023), but when narrowly implemented, technologies can deepen divides (Stornaiuolo, et al., 2023). Peer and AI Review + Reflection (PAIRR) combines peer review best practices with AI review in an approach that emphasizes student agency and reflection. Using a mixed methods approach, this study examined student perceptions of AI utility in the context of peer review. Results indicate that AI tools offer useful feedback when combined with peer review. Students found the similarity between AI and peer feedback reassuring, while also valuing their complementary perspectives. Moreover, by evaluating AI outputs, students developed AI literacy, gaining familiarity with AI feedback's affordances and limitations while learning ethical ways to use AI in their writing processes.

While scholarship on supporting graduate writers in the writing center has increased in recent years, guides outlining best practices for writing center consultants rarely speak to graduate students working with other graduate writers. In this article, we present a practical guide for graduate writing consultants. Written collaboratively by graduate writing consultants and a program coordinator, this guide represents our collective knowledge built over several years of conducting writing consultations and professional development in graduate writing support. Inspired by Adler-Kassner and Wardle’s “threshold concepts,” our guide is organized around two fundamental ideas: 1) that positionality plays an important role in interactions between consultants and graduate writers, and 2) that consultants must cultivate disciplinary awareness to be successful graduate writing coaches. In each section, we synthesize our own experiences as graduate writers and consultants with writing studies scholarship, and present concrete strategies for conducting graduate-level writing consultations. Through this guide, we demonstrate the mutual benefit of involving graduate student writing consultants in the production of knowledge in writing centers.