This article examines the potential role of peer tutors and writing fellows in higher education in the United Kingdom. It argues that scepticism surrounding the use of peer tutors in writing is unfounded. In fact, the disciplinary nature of UK Higher Education suggests that undergraduate peer tutors and writing fellows may have an important role in helping other students to develop academic literacies and in promoting Writing-in-the-Disciplines initiatives among academic staff. It looks at recent initiatives in this area at London Metropolitan University.