The democratization of higher education in Latin America has facilitated the development of writing centers that provide peer tutoring to enhance student inclusion. However, there is a paucity of evidence regarding the interactions and didactic strategies employed in these settings to give feedback, specifically in terms of instructional, cognitive, or motivational approaches. In this context, the present research aimed to analyze the didactic strategies implemented by three tutors with varying levels of experience in online tutoring, to ascertain how they promote the development of writing processes. To achieve this, a multiple case study was conducted involving three tutors, and a content analysis of 16 tutoring sessions was performed based on the strategies utilized. Among the findings, we observed a predominance of cognitive strategies and an emphasis on the student’s process; however, the novice tutor exhibited a greater use of instructional strategies and fewer motivational techniques, focusing more on the text itself. In contrast, the experienced tutor provided more opportunities for reflection and dialogue, thereby fostering the autonomy and identity of the tutee. Based on these results, we propose that enhanced training for tutors, particularly from those with more experience, could contribute to the development of students’ voices and thus promote greater equity.