Los Angeles Pierce College (LAPC) serves many Extended Opportunity Programs and Services (EOPS) students, most of them refugees, for whom English is a second language. In the past, LAPC provided limited English tutoring based on a conversational approach to supplement the more academically oriented ESL instruction available on campus. In response to student dissatisfaction with the conversational approach, greater structure and focus was given to the tutoring sessions. The structured approach revealed severe and unusual asymmetries between different areas of competence that often inhibited further student progress. LAPC's responses included the development of a professional tutoring team approach and the creation of a diagnostic instrument (i.e., the EOPS English Skills Survey) to identify areas of linguistic strength and weakness. The EOPS English Skills Survey, which asks students to complete a series of tasks to measure skills in listening comprehension, oral production, reading comprehension and vocabulary, grammatical structure and usage, and written expression, results in a descriptive profile of student skills for the design of a personalized program of tutoring activities. (EJV)