A study examined sex differences among peer writing tutors concerning the use of discipline-specific terms and the suggestion of revision strategies. Subjects, four male tutors, four female tutors, four male students, and four female students, were tape recorded for 11 minutes during one-on-one same-sex and opposite-sex peer conferences. Recordings were transcribed and analyzed. Results indicated that: (1) male tutors offered more higher-order revision strategies to male students than to female students and more lower-order revision strategies to female students than to male students; (2) female tutors offered more lower-order revision strategies to males and more higher-order revision strategies to female students; (3) female tutors tended to be more balanced between higher and lower revision strategies than male tutors; (4) female tutors offered more revision strategies to students than male tutors; (5) all tutors offered more higher-order revision strategies than lower-order strategies; (6) tutors dominated the conferences, offering more suggestions than eliciting suggestions from the students; (7) female students used more disciple-specific terminology than male students did; (8) female students were less likely to use discipline-specific terms when talking with a female tutor; and (9) tutors tended to offer more discipline-specific terms to students of the same sex, and fewer discipline-specific terms to students of the opposite sex. (Contains two tables, four bar graphs, and several unnumbered charts of data.) (RS)