I describe in this chapter the trauma of graduate education, particularly for people marginalized within academia. In addition to facing everyday microaggressions (e.g., Gomez, Khurshid, Freitag, and Lachuk 2011; Sue 2010), many graduate writers experience epistemic injustice, or harm in their capacity as knowers (e.g., Alcoff 1999; Fricker 2007). Rather than presenting an empirical study, I use stories from research and experience to build our collective linguistic resources for talking about the trauma of graduate education, the problem of epistemic injustice, and the potential of epistemic rights. To do so, the chapter is organized into three sections: (1) defining epistemic injustice; (2) countering epistemic injustice, affirming epistemic rights; and (3) valuing feminist co-mentoring. After defining epistemic injustice, I call for educators to affirm writers’ epistemic rights, or the rights to knowledge, experience, and earned expertise. And I highlight cases of graduate student women of color who collaboratively affirm and assert their epistemic rights—work that illustrates why feminist co-mentoring matters in graduate education.