Abstract
English writing composition is a mandatory course in the Translation Studies at tertiary level in China. This paper presents reflective steps taken in a 32-hour English composition course to 75 second-year Translation Major students at a university in China in the first semester of 2020/2021. It describes how the course content, which followed the initial proposals of the coursebook assigned by the university and the national exams (TEM and CET), was shaped through students’ own writing assignments. The use of a corpus linguistic tool enabled a more global diagnosis of specific elements that are culturally bound, idioms, discourse markers and collocates, among others, which all group of students was employing. These features became the source of material to be worked with in the classes through a variety of resources and strategies.
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