Paste an essay, choose a rubric, and see the points for each row with the exact sentences that earned or lost them, plus one fix per row. Your first graded essay is free, with no signup.
Paste your essay and press Grade. Your result appears here: a score for each of the 5 rows, the sentences behind it and one fix per row.
The grader reads your essay against five rows (thesis, evidence, analysis, organization, and language and mechanics), scores each from 0 to 4 and quotes the sentences behind every score. Our code then checks each quote against your text, applies the rubric's rules and adds the 20-point total, so the AI never does the arithmetic. The full pipeline, its tests and its limits are on our scoring method page.
The general rubric fits class essays in any subject. A few minutes of setup makes the feedback sharper.
Paste the essay as plain text, between 50 and 2,500 words. A title is fine; footnote numbers, page headers and a works-cited list are better left out, because they count toward the word total.
If your teacher gave you a question, paste it into the prompt field. The thesis row is then judged against the assignment, not just against itself.
Word count, paragraphs and repeated phrases appear within a second, before the scores arrive.
Use the general rubric when you have no rubric of your own. For a Common App personal statement, use the college essay grader; for a “why us” or short-answer essay, the supplemental essay grader.
AP® English and AP history rubrics open later in the school year, each once its accuracy check passes.
| Row | Points | What earns it |
|---|---|---|
| Thesis | 0–4 | A clear, specific and arguable thesis (or controlling idea) that answers the assignment and guides the whole essay. |
| Evidence | 0–4 | Relevant, specific and accurate support for each main point: examples, quotations, facts or data. |
| Analysis | 0–4 | Explains how and why the evidence supports the thesis, rather than summarising it or letting it speak for itself. |
| Organization | 0–4 | A logical structure: a purposeful introduction and conclusion, focused paragraphs with clear topic sentences, and transitions that show how ideas connect. |
| Language and Mechanics | 0–4 | Clear, varied sentences, precise word choice, and correct grammar, spelling and punctuation. |
| Total | 20 | Our code adds the row scores; the AI never does the arithmetic. |
Every row runs from 0 to 4 against level descriptors written in our own words. Bands: 0-9 Beginning, 10-13 Developing, 14-17 Proficient, 18-20 Ready to submit.
Read the full essay rubricA short argument essay, written by our team for teaching, with the feedback a result shows: each row's evidence highlighted in the essay, the level it reached and one fix.
Assignment: Should high schools require every student to pass a personal finance course before graduating? Take a position and support it.
Money Is a Graduation Skill
Most students at my high school can graph a parabola, but few of them could tell you what a credit card's interest rate actually costs. That gap is not their fault. Our school teaches the math behind compound interest in Algebra II and never once applies it to a paycheck, a lease or a student loan. High schools should require a one-semester personal finance course for graduation, because students are already making financial decisions before they leave,A and a single required course is the most reliable way to make sure every student learns the basics.
Level: A clear thesis that answers the assignment but is somewhat broad or predictable.
FixNext pointName the two or three basics the course must cover in the thesis itself, so each body paragraph has a clear job and the claim is less predictable.
The first reason is timing. By senior year, many students already have a part-time job, a phone plan and a bank account, and some are about to sign loan papers for college. At my school, the counseling office runs a financial aid night every October, but last year fewer than forty families came, out of a senior class of more than three hundred.B The students who most needed the information were the least likely to attend an optional evening event.C
Level: Relevant evidence supports most points; some of it is general.
FixNext pointAdd one source from beyond your own school, such as a published survey or another district's results, so the case does not rest on a single example.
Level: Some explanation, but much of the evidence is summarised or left unexplained.
FixNext pointExplain why low turnout at one optional event shows that only a required course would work. Right now that link is assumed rather than argued.
Second, a requirement reaches students that electives miss. Our school does offer a personal finance elective, but it meets in the same period as band and the second year of a world language,B so students who take those classes cannot sign up. The elective fills with students who were already interested. A required course would put the same lessons in front of everyone, including students whose families never talk about money at home.
Some people argue that the school day is already fullD and that families, not teachers, should teach money management. It is true that adding a requirement means something else gets less time. However, the course could replace a semester of the current study skills requirement, and families who already teach these skills would lose nothing by having them reinforced.
Level: Clear overall structure; some paragraphs or transitions could be tighter.
FixNext pointEnd the counterargument paragraph with a sentence that ties your answer back to the thesis before the conclusion begins.
Personal finance is not a hobby subject.E It is a set of skills every graduate will use within months of leaving school. A required semester would cost the school very little and would give every student the same starting point.
Level: Clear, varied sentences and precise word choice; very few errors in grammar, spelling or punctuation.
NoteClear, varied sentences with no errors that get in the way of the meaning.
Revise one row at a time, starting where the grader points, then grade the new draft and compare.
Start with “Fix this first” at the top of your result. It lists a word-limit problem first, then the thesis row if it lost points (a weak thesis caps what the rest of the essay can earn), then the rows with the most points left. One focused revision usually moves more than a dozen small edits.
A row only shows a gain when its level changed and the sentences behind it changed too. Otherwise it reads “About the same”, so ordinary run-to-run variation is never dressed up as progress. If a row stays put, reread its fix: the change it asks for is usually bigger than a reworded sentence.
Use the rubric to find gaps, not as a template. If the analysis row is low, add the missing explanation in your own words where the evidence already sits. Essays that are bent to tick every box tend to lose focus, and the organization row notices.
No. Every fix tells you what to change, never gives you a replacement sentence, so the essay stays yours. Before you use any AI feedback for a class, check your teacher's policy; our guide to using AI feedback honestly explains the usual rules.
Each row shows the quote and the level it reached, so you can check the reasoning yourself. If you still disagree, use “Question this score” on that row. It sends us the row and your reason (never your essay text), and we use the reports to find rows the grader gets wrong.
Batch grading opens with our teacher plans in January 2027: upload a class set, grade it against an AP rubric or your own, review every row and export a CSV. Student names are scrubbed in the browser, and class sets are never stored on our servers.
Join the waitlist for one email when it opens.
Each rubric row is scored on its own. The AI must quote the sentences that justify the score and suggest one fix; our code then applies each row's point cap, any required elements and word limits, and adds up the rows.
A general essay rubric with five rows (thesis, evidence, analysis, organization, and language and mechanics), plus rubrics for the Common App® personal essay, the UC Personal Insight Questions and college supplemental essays. AP® English and AP history rubrics open later in the school year.
Not necessarily. Teachers weigh things differently, so treat the score as an estimate against the rubric you picked and use the row scores to see where you are losing points. Our methodology page explains how we test our scores against experienced teachers' scores; until results are published there, every essay type carries a Beta tag.
We never use essays to train AI models. We don't store essays graded without an account, though our AI provider keeps a copy for up to 30 days. If you are signed in, your essays and results are deleted after 30 days, or sooner if you delete them.
Your first graded essay is free with no signup, and a free account adds 3 every 30 days. After that, passes start at $9.99 and never renew.
Not yet. Batch grading for class sets comes with our teacher plans, built for AP and high school teachers. Join the teacher waitlist and we will email you once when it opens.
Yes. The teacher plans add custom rubrics, batch grading and exports. Until they open, the general essay rubric is the closest built-in match for most classroom essays.