Academic writing is an essential aspect of graduate school, as students' academic writing is the primary basis for assessment. The high-stakes nature of academic writing is magnified for plurilingual students, whose attendance at English-medium universities is growing exponentially. However, a small amount of research addresses how faculty support writing as an essential practice for plurilingual graduate students, particularly in English-medium universities, where English is implicated in structures of power and privilege. Employing a critical analytic collaborative autoethnography, this research uses polyvocal narratives among seven researcher/practitioners to consider how faculty members perceive and respond to the academic writing needs of plurilingual graduate students. Informed by intersectionality, these conversations illuminate how educator identities and epistemological turns in education theory impact approaches to writing support for plurilingual graduate writers. Importantly, these discussions are implicated in the sociopolitical contexts of Canadian and Australian universities, where systems of inequality act to marginalize plurilingual writers. These contextualized narratives then aim to problematize and revise existent, dominant deficit discourses and pedagogies of writing support for plurilingual students. Findings illuminate the capacity of educators, who are cognizant of their power and place, to generate alternative practices to support plurilingual graduate writers in the service of more asset-orientated and inclusive spaces that take advantage of students' plurilingual repertoires in English-dominant universities.