Focusing on English as a second language (ESL) students' cognitive difficulties in content courses, a study evaluated the Retention Exemplary Model Project for 1986-87 of Hostos Community College of the City University of New York. The project's goal was to help advanced and post-ESL students acquire the language and cognitive skills required to succeed in their course work through the use of weekly tutor-led groups concentrating on a particular content course. Seven graduate and undergraduate student tutors were selected on the basis of grades and writing abilities, and were given intensive and ongoing training. Participants--65 students registered in Advanced ESL and enrolled in one of three content courses targeted by the program (Concepts in Science I, Public Administration, and History of the Caribbean)--were divided into seven tutorial groups. During the group sessions, students were given opportunities for expressive, exploratory talk and writing. Specific sessions elicited student paraphrasing of course concepts, the use of learning logs, tutor- or pupil-generated writing assignments, reading aloud of student papers, and group discussion. Project effectiveness was evaluated using pre- and post-test student questionnaires, faculty questionnaires, and student grades. Results indicated that the Exemplary Model assisted adult advanced ESL students in English-language content courses in improving their comprehension of course material. (A bibliography of tutor training materials, a collection of tutor-generated materials, and 11 references are appended.) (MM)