In this article, we will describe the design of a diagnostic orientation session offered to university academics by a faculty-based academic writing center. The session can serve as a model for identifying academics' needs in mastering English for Research Publication Purposes. We aim at sharing practical activities that successfully worked as a less traditional form of needs analysis. We will discuss the value of such a model to both participants, who get personalized feedback and recommendations for enhancing their academic growth, and instructors of the writing center, which provides support services to academics by designing tailored learning programs in English.