In reference to Tricia Hedge's (2000) book Teaching Learning in the Language Classroom, how would one describe what methodology could be used to teach writing and what pedagogical principles underlie the methodology?
Below are a few ideas to help get you started. One methodology for teaching writing, especially to language learners, is using metacognitive strategies.
Metacognition is the ability to be aware of "one's own knowledge," which is essential for a student's learning process. A principle underlying metacognive strategies is the fact that the more a student is aware of what he/she knows or still needs to know, the more the student is able to be self-reliant and develop his/her own strategy for learning (Teaching Excellence in Adult Literacy Center, "Fact Sheet: Metacognitive Processes").
To be metacognitive, the student must be taught to undergo a "planning phase," a "monitoring phase," and an "evaluation phase" ("Fact Sheet: Metacognitive Processes"). When it comes to writing, students can be taught to fulfill the planning phase by learning prewriting strategies to organize their thoughts that they must turn into written words. They can be taught to brainstorm ideas, develop paragraphs using graphic organizers, and to develop essays using outlines. As they undertake the planning phase using prewriting strategies, they can also self-monitor their progress during the monitoring phase by asking themselves questions such as, "How am I doing? Am I on the right track? How should I proceed?," etc. ("Fact Sheet: Metacognitive Processes").