Oh Boy. :loco: Here’s my long and short: It’s impossible. Whatever school is doing this cares nothing about whether the students actually learn or not. They are just herding them in like cattle to collect the money. If the students aren’t protesting, they are either too far into their robotic shells to notice, or they don’t care either and just want to pay the money for whatever piece of paper they’re getting.
There is no way the students would actually be able to make much progress in writing with a class this large. You would never be able to look at, check, and give feedback on all of their writing.
That said, I have a couple of ideas to keep yourself from having to keep a stash of Jim Beam under the podium. First, I think getting a book that is decent, but does not encourage interaction is imperative. You can’t do interactive, so get that out of your head. As the previous poster suggested, all you can do is walk them through a step-by-step process wherein perhaps they learn a bit of formula and a bit of theory about writing, as well as a review of a few grammar points. I would imagine this place that calls itself a school probably makes no attempt to divide them by levels, correct? So, you’ll have to take a stab at what level might be helpful for the majority. Is this class supposed to have a purpose, or are they just calling it “English writing class?”
If it were me, I might grab a good book of this type like “Sentences At a Glance” by Lee Brandon. I’m using it for a class now. (Although a much smaller one, thank god) It’s pretty good, and has lots of practice exercises that you could have the students do on their own. You may want to ask each student to make a card or something with their picture and basic informaion on it. (Make sure you tell them-no card with picture, no grade, or you won’t get any). Then, in each class, you could pick students at random (by grabbing out of the pile of cards) to come up and write their sentences on the board. Then use those as examples of errors that other students can learn from. You could put check marks on the card for anytime a student volunteers an answer in class as you go through the exercises and for other things you determine. You might be able to collect a few of these exercises and check them for homework, but unless this is the only class you’re teaching, you wouldn’t be able to do that often. This approach is probably about the best you can do.
Lastly, get out, get out as fast as you can! If you care much about whether your students are actually learning anything, this kind of impossible situation will drive you to that Jim Beam bottle.