Welcome to
MindtoPen,
Your Writing & Language Coach
At MindtoPen, we bring our expertise to help you achieve your goals, from essays to journal submissions, from emails to formal reports, from conversations to presentations. Whether you're a student, a professional, staff, or an individual, we aim to meet your unique needs, and to empower you to express your ideas effectively from your mind to your final draft through mindful support and non-evaluative feedback.
Nadia and her dog Haboob love to spend time outdoors.
Why MindtoPen
At the end of my high school, I told my parents that I would never - ever - go back to school. I was tired of rote memorization drills, assessments that pointed out only what I did wrong, and the persistent fear of raising my hand because my answer may have been incorrect. At the time, little I knew I would be teaching one day.
As opportunities arose, what I told my parents did not last long. As an international and first-generation student in the US, I had a much different experience than those years in my high school. Different teaching methodologies and communicative approaches made me want to continue my education. I earned a BA and two MA's, and during that time, I learned about the importance of receiving and giving help through my linguistic and educational journey. The feedback I received and the community I built with my peers and teachers were essential to allow me to continue to grow as a person, academic, and instructor. I started teaching Italian in 1998, EFL in 2010, ESL in 2012, and then written composition in 2018. In 2018, I also received training about non-evaluative feedback and started to work as a Writing Specialist.
Whether it is an essay, a journal, or a presentation, getting started with a project can be daunting for many, given the expectations and stressors that arise during the process. Stressors can range from writer's block, imposter phenomenon, perfectionism, language use, lack of community, or fear of being judged, among others. Many feel isolated during the writing or preparation process because they feel they are supposed to know the "how to" on their own. Unfortunately, in many cases, we are asked skills that have not been taught to us, so building communities around the writing and learning process is an essential step. Writers need readers and presenters need audiences who provide feedback, ask questions, and develop dialogues to dive deeper into the message being conveyed.
As a writing and language coach specialist, I understand the importance of giving support and establishing trust. I am dedicated to helping individuals and groups enhance their linguistic abilities and achieve success in their projects with personalized support as well as non-evaluative and mindful approaches.
I look forward to working with you!
Nadia Moraglio
Professional Interests
I stay active in the academic community by delivering presentations and creating materials that support both my professional development and work-related goals. To help writers overcome writing stressors, I have developed writing practices that incorporate mindful approaches. Most recently, I have received a mini-grant from the Commission Status of Women at the University of Arizona to lead the three-hour Virtual Writing Retreat: Mindfulness as Writing Tool. I also authored an article for Faculty Focus (Nov. 20, 2024) titled The Impact of Non-Evaluative Feedback and Mindfulness in Writing, which explores how non-evaluative feedback and mindfulness can build student confidence in their writing practices while supporting well-being. Other recent presentations I have delivered include topics such as feedback in online environments, mindful feedback for multilingual students, writing center advocacy, writing to support staff well-being, use of technology to facilitate community building, and best practices for assessment, among others.
Besides my regular work duties, I have pursued several editorial opportunities. In 2019, I was invited to provide feedback on a forthcoming ESL textbook on writing and grammar from Cambridge University Press. In 2018, I edited a chapter for A Common Final Exams Project in an IEP: Rationale and Methodology, in Assessment Literacy and Teacher Made Testing in the Language Classroom (Eds. E. White, T. Delaney), IGI Publishing. Additionally, I worked as an independent Research Assistant for Dr. Saville-Troike and Dr. Karen Barto for the second (2011) and third (2016) publication of the textbook Introducing Second Language Acquisition.
Education
2025-Present
Certificate in Language Program Administration
University of Arizona
2018-2020
Certificate in Instructional Design and Technology
University of Arizona
2001-2003
Masters in English Language and Linguistics (ESL)
University of Arizona
1998-2001
Masters in German Studies, Minor in Pedagogy
University of Arizona
Pima Community College
Tucson, Arizona
January 2018 - Present
-
Develop teacher training and resources to enhance practical and ethical uses of AI at the college level.
-
Teach written composition courses in face-to-face, hybrid, online, and dual enrollment formats within the Arts, Humanities, and Communication Department.
-
Develop instructional content in Brightspace/D2L for ESL (WRT 080) and Writing courses (WRT 101SE)
-
Instruct various levels and skill areas of ESL.
-
Engage in ongoing professional development.
Writing Skills Improvement Program
University of Arizona
January 2018 - October 2025 (Program closed)
-
Provide one-on-one and group writing support (coaching, providing feedback, facilitating revision, editing) to students and clients, in-person and virtually.
-
Develop and deliver writing workshops tailored to diverse academic needs and audiences.
-
Design promotional materials for writing programs and events.
-
Manage correspondence with students, clients, and collaborators to ensure timely communication.
-
Engage in ongoing professional development to enhance writing support strategies and outreach.
-
Develop materials and teach in programs such as: the Graduate Writing Institute, Academic Writing in the Borderlands, Young Writer’s Institute, and Writing Boost.
-
Create new programs to support writers.
Universidad Nacional Autónoma de México
UNAM-Tucson
June 2020 - Present
-
Coordinate and teach synchronous English courses tailored for Spanish-speaking learners at the academic level.
-
Develop courses that target speaking, reading, writing, listening, pronunciation, and general academic skills.
Center for English as a Second Language
University of Arizona
January 2012 - December 2017
-
Teach Intensive English and Part-Time programs, including TEFL, Teen, Fulbright PAO, Hubert H. Humphrey Fellowship, and Tokyo International University.
-
Mentor TEFL students and visiting scholars.
-
Lead coordination of the Common Final Project and assessed placement exams.