AbstractHutchby (1995: 221) calls advice giving ‘an activity which assumes or establishes an asymmetry between the participants’. The problematic nature of such asymmetry has been convincingly demonstrated by conversation analysts, especially in contexts where advice is uninvited (e.g., Jeerson and Lee 1992). This study turns to a context where advice is expected, but due to competence concerns, asymmetry remains problematic. On the basis of a detailed analysis of 10 graduate peer tutoring sessions, I show how two complex advice acceptance methods can be used by the advice recipient to reconfigure the asymmetrical role relations into less asymmetrical ones: (i)