Extending prior work on present others, individuals who are not physically present in writing center sessions—such as advisors, colleagues, and peers—but who directly or indirectly impact what happens during consultations (Kranek & Carvajal Regidor, 2021), we argue that attending to present others is one way to more holistically support multilingual graduate writers. Based on data from session recordings, we contend that present others can be used as a framework to train consultants to better address the specific needs of this student population by acknowledging their socialization processes, feedback networks, language needs, and emotions. Then, we share two approaches to consultant training using present others that have worked at our respective writing centers. Ultimately, we demonstrate how attending to present others and providing explicit training for consultants can lead to more socially and linguistically just approaches to multilingual graduate writing support in the writing center.

As online writing tutorials become increasingly widespread, writing center scholars continue to debate the pedagogical differences between face-to-face and online tutoring However, empirical research has lagged behind technological advancement, with only one study (Wolfe & Griffin, 2012) comparing face-to-face and media-rich online writing center tutorials. This article builds on such scholarship by sharing results from a comparative study of face-to-face and synchronous audio-video online tutorials that collected data from writing tutorials, writers' postsession surveys, and interviews with writers. Using primarily linguistic analysis of the hundreds of interactions in each of the 24 transcribed writing tutorials, we determined that audio-video online and face-to-face sessions share similarities in tutoring strategies, discourse phases, tutor-writer interaction, and student satisfaction. However, significant differences were found