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How to Grade a Paper
Last Updated: January 11, 2023 References
wikiHow is a “wiki,” similar to Wikipedia, which means that many of our articles are co-written by multiple authors. To create this article, 15 people, some anonymous, worked to edit and improve it over time. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been viewed 73,663 times. Learn more...
Anyone can mark answers right and wrong, but a great teacher can mark up a paper in such a way as to encourage a student who needs it and let good students know they can do better. As the great poet and teacher Taylor Mali put it: "I can make a C+ feel like a Congressional Medal of Honor and I can make an A- feel like a slap in the face."
Going Through an Essay
- These designations obviously depend upon many things, like the assignment, the grade-level of your students, and their individual concerns. If you're in the middle of a unit on comma usage, it's perfectly fine to call that a "higher" concern. But in general, a basic writing assignment should prioritize the higher concerns listed above.
- Does the student address the prompt and fulfill the assignment effectively?
- Does the student think creatively?
- Does the student clearly state their argument, or thesis?
- Is the thesis developed over the course of the assignment?
- Does the writer provide evidence?
- Does the paper show evidence of organization and revision, or does it seem like a first draft?
- Marking essays in pencil can suggest that the issues are easily fixable, keeping the student looking forward, rather than dwelling on their success or failure. Pencil, blue, or black pen is perfectly appropriate.
- Be as specific as possible when asking questions. "What?" is not a particularly helpful question to scrawl in the margin, compared to "What do you mean by 'some societies'?"
- ¶ = to start a new paragraph
- three underscores under a letter = to lowercase or uppercase the letter
- "sp" = word is spelled incorrectly
- word crossed out with a small "pigtail" above = word needs to be deleted
- Some teachers use the first page as a rule of thumb for marking later concerns. If there are sentence-level issues, mark them on the first page and then stop marking them throughout the essay, especially if the assignment needs more revision.
Writing Effective Comments
- Use marginal comments to point out specific points or areas in the essay the student could improve.
- Use a paragraph note at the end to summarize your comments and direct them toward improvement.
- Comments should not justify a letter grade. Never start a note, "You got a C because...". It's not your job to defend the grade given. Instead, use the comments to look toward revision and the next assignment, rather than staring backward at the successes or failures of the given assignment.
- If you struggle to find anything, you can always praise their topic selection: "This is an important topic! Good choice!"
- When you give your first read-through, Try to determine what these three points might be to make it easier when you're going through the paper and writing comments.
- "In your next assignment, make sure to organize your paragraphs according to the argument you're making" is a better comment than "Your paragraphs are disorganized."
Assigning Letter Grades
- Thesis and argument: _/40
- Organization and paragraphs: _/30
- Introduction and conclusion: _/10
- Grammar, usage, and spelling: _/10
- Sources and Citations: _/10
- A (100-90): Work completes all of the requirements of the assignment in an original and creative manner. Work at this level goes beyond the basic guidelines of the assignment, showing the student took extra initiative in originally and creatively forming content, organization, and style.
- B (89-80): Work completes all of the requirements of the assignment. Work at this level is successful in terms of content, but might need some improvement in organization and style, perhaps requiring a little revision. A B reveals less of the author’s original thought and creativity than A-level work.
- C (79-70): Work completes most of the requirements of the assignment. Though the content, organization, and style are logical and coherent, they may require some revision and may not reflect a high level of originality and creativity on the part of the author.
- D (69-60): Work either does not complete the requirements of the assignment, or meets them quite inadequately. Work at this level requires a good deal of revision, and is largely unsuccessful in content, organization, and style.
- F (Below 60): Work does not complete the requirements of the assignment. In general, students who put forth genuine effort will not receive an F. If you receive an F on any assignment (particularly if you feel you have given adequate effort), you should speak with me personally.
- Some teachers like to hand out papers at the end of the day because they fear discouraging or distracting students during class time. Consider giving the students time to go through the papers in class and be available to talk about their grades afterwards. This will ensure that they read and understand your comments.
Community Q&A
- Avoid distractions. It can seem like a good idea to grade papers while you watch Jeopardy, but it'll end up taking longer. Set a manageable goal, like grading ten papers tonight, and quit when you've finished and have a drink. ⧼thumbs_response⧽ Helpful 0 Not Helpful 0
- Do not keep favorites. Grade everyone equally. ⧼thumbs_response⧽ Helpful 0 Not Helpful 0
- Look for more than just grammar. Look for concepts, plots, climax and most importantly...make sure it has a beginning (introduction that catches your attention), a middle (three reasons should have three supportive details to each) and an end(recapture what the paper was about, make a good ending to let the audience remember your story). ⧼thumbs_response⧽ Helpful 0 Not Helpful 0
- Always use a rubric to keep yourself safe from grade appeals. You don't want to have to defend subjective grades. ⧼thumbs_response⧽ Helpful 12 Not Helpful 4
Things You'll Need
- Something to write with
- A stack of papers
- A stiff beverage
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- ↑ https://public.wsu.edu/~campbelld/grading.html
- ↑ http://depts.washington.edu/pswrite/grading.html
- ↑ https://phys.org/news/2013-01-red-pen-instructors-negative-response.html
- ↑ https://gsi.berkeley.edu/gsi-guide-contents/student-writing-intro/grading/
- ↑ https://sites.google.com/a/georgetown.edu/prof-william-blattner/resources-for-students/abbreviations-on-returned-papers
- ↑ https://writing-speech.dartmouth.edu/teaching/first-year-writing-pedagogies-methods-design/diagnosing-and-responding-student-writing
- ↑ http://home.snu.edu/~hculbert/criteria.pdf
- ↑ https://teaching.uwo.ca/teaching/assessing/grading-rubrics.html
About This Article
To grade a paper, start by reading it without marking it up to see if it has a clear thesis supported by solid evidence. Then, go back through and write comments, criticism, and questions in the margins. Make sure to give specific feedback, such as “What do you mean by ‘some societies’?” instead of something like “What?” Try to limit yourself to 1 comment per paragraph so you don’t overwhelm the student. You can also write a note at the end, but start with praise before focusing on issues the student should address. For information on how to assign grades to your students’ papers, keep reading! Did this summary help you? Yes No
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Grading Essays
Grade for Learning Objectives Response to Writing Errors Commenting on Student Papers Plagiarism and Grading
Information about grading student writing also appears in the Grading Student Work section of the Teaching Guide. Here are some general guidelines to keep in mind when grading student writing.
Grade for Learning Objectives
Know what the objective of the assignment is and grade according to a standard (a rubric) that assesses precisely that. If the purpose of the assignment is to analyze a process, focus on the analysis in the essay. If the paper is unreadable, however, consult with the professor and other GSIs about how to proceed. It may be wise to have a shared policy about the level of readiness or comprehensibility expected and what is unacceptable.
Response to Writing Errors
The research is clear: do not even attempt to mark every error in students’ papers. There are several reasons for this. Teachers do not agree about what constitutes an error (so there is an unavoidable element of subjectivity); students do not learn when confronted by too many markings; and exhaustive marking takes way too much of the instructor’s time. An excellent essay on this topic is “On Not Being a Composition Slave” by Maxine Hairston (available at the GSI Teaching & Resource Center). Resist the urge to edit or proofread your students’ papers for superficial errors. At most, mark errors on one page or errors of only two or three types.
Commenting on Student Papers
The scholarly literature in this area distinguishes formative from summative comments. Summative comments are the more traditional approach. They render judgment about an essay after it has been completed. They explain the instructor’s judgment of a student’s performance. If the instructor’s comments contain several critical statements, the student often becomes protective of his or her ego by filtering them out; learning from mistakes becomes more difficult. If the assignment is over with, the student may see no reason to revisit it to learn from the comments.
Formative comments, on the other hand, give the student feedback in an ongoing process of learning and skill building. Through formative comments, particularly in the draft stage of a writing assignment, instructors guide students on a strategic selection of the most important aspects of the essay. These include both what to keep because it is (at least relatively) well done and what requires revision. Formative comments let the student know clearly how to revise and why.
For the purposes of this guide, we have distinguished commenting on student writing (which is treated here) from grading student writing (which is treated in the Teaching Guide section on grading ). While it is true that instructors’ comments on student writing should give reasons for the grade assigned to it, we want to emphasize here that the comments on a student’s paper can function as instruction , not simply as justification. Here are ten tips.
- Use your comments on a student’s paper to highlight things the paper accomplishes well and a few major things that would most improve the paper.
- Always observe at least one or two strengths in the student’s paper, even if they seem to you to be low-level accomplishments — but avoid condescension. Writing is a complex activity, and students really do need to know they’re doing something right.
- Don’t make exhaustive comments. They take up too much of your time and leave the student with no sense of priority among them.
- Don’t proofread. If the paper is painfully replete with errors and you want to emphasize writing mechanics, count the first ten errors on the page, draw a line at that point, and ask the student to identify them and to show their corrections to you in office hours. Students do not learn much from instructors’ proofreading marks. Direct students to a writing reference guide such as the Random House Handbook.
- Notice patterns or repeated errors (in content or form). Choose the three or four most disabling ones and direct your comments toward helping the students understand what they need to learn to do differently to correct this kind of error.
- Use marginal notes to locate and comment on specific passages in the paper (for example “Interesting idea — develop it more” or “I lost the thread of the argument in this section” or “Very useful summary here before you transition to the next point”). Use final or end comments to discuss more global issues (e.g., “Work on paragraph structure” or “The argument from analogy is ineffective. A better way to make the point would be…”)
- Maintain a catalogue of positive end comments: “Good beginning for a 1B course.” “Very perceptive reading.” “Good engagement with the material.” “Gets at the most relevant material/issues/passages.” Anything that connects specific aspects of the student’s product with the grading rubric is useful. (For more on grading rubrics , see the Grading section of the Teaching Guide.)
- Diplomatic but firm suggestions for improvement: Here you must be specific and concrete. Global negative statements tend to enter students’ self-image (“I’m a bad writer”). This creates an attitudinal barrier to learning and makes your job harder and less satisfying. Instead, try “The most strategic improvement you could make is…” Again, don’t try to comment on everything. Select only the most essential areas for improvement, and watch the student’s progress on the next draft or paper.
- Typical in-text marks: Provide your students with a legend of your reading marks. Does a straight underline indicate “good stuff”? Does a wavy underline mean something different? Do you use abbreviations in the margins? You can find examples of standard editing marks in many writing guides, such as the Random House Handbook.
- The tone of your comments on student writing is important to students. Avoid sarcasm and jokes — students who take offense are less disposed to learn. Address the student by name before your end-comments, and sign your name after your remarks. Be professional, and bear in mind the sorts of comments that help you with your work.
Plagiarism and Grading
Students can be genuinely uninformed or misinformed about what constitutes plagiarism. In some instances students will knowingly resort to cutting and pasting from unacknowledged sources; a few may even pay for a paper written by someone else. Your section syllabus should include a clear policy notice about plagiarism so that students cannot miss it, and instructors should work with students to be sure they understand how to incorporate outside sources appropriately.
Plagiarism can be largely prevented by stipulating that larger writing assignments be completed in steps that the students must turn in for instructor review, or that students visit the instructor periodically for a brief but substantive chat about how their projects are developing, or that students turn in their research log and notes at intermediate points in the research process.
For further guidance on preventing academic misconduct, please see Academic Misconduct — Preventing Plagiarism .
UC Berkeley has a campus license to use Turnitin to check the originality of students’ papers and to generate feedback to students about their integration of written sources into their papers. The tool is available in bCourses as an add-on to the Grading tool, and in the Assignments tool SpeedGrader. Even with the results of the originality check, instructors are obligated to exercise judgment in determining the degree to which a given use of source material was fair or unfair.
If a GSI does find a very likely instance of plagiarism, the faculty member in charge of the course must be notified and provided with the evidence. The faculty member is responsible for any sanctions against the student. Some faculty members give an automatic failing grade for the assignment or for the course, according to their own course policy. Instances of plagiarism should be reported to the Center for Student Conduct; please see If You Encounter Academic Misconduct .
How to Grade Essays Faster | My Top 10 Grading Tips and Tricks
Are you looking for ways to grade essays faster? I get it. Grading essays can be a daunting task for ELA teachers. Following these essay grading tips and tricks can save you time and energy on grading without giving up quality feedback to your students.
Are you Googling “How to Grade Essays Faster” because that never-ending pile of essays is starting to haunt you? (Yup. I’ve been there.) Teachers of all disciplines understand the work-life struggle of the profession. Throw in 60, 80, 100, or more essays, and you’re likely giving up evenings and weekends until that pile is gone.
Truthfully, while there are many aspects of being an ELA teacher I love , grading essays doesn’t quite make the list. However, it’s a necessary aspect of the ELA classroom to hold students accountable and help them improve. But what if I told you there were some tips and tricks you could use to make grading much easier and faster? Because there are. That means saying goodbye to spending your weekends lost in a sea of student essays. It means no more living at school the weeks following students turning in an essay. Instead, prepare to celebrate getting your time (and sanity) back.
Start By Reframing Your Definition of Grading an Essay
Before you can implement my time-saving grading tips and tricks, you need to be willing to shift your mindset regarding grading. Afterall, where does it say we have to give up hours upon hours of our time to get it done? It’s time to start redefining and reframing what it even means to grade an essay.
The key to reframing your definition (and, therefore, expectations) about grading student essays is thinking about helping your students, not correcting them. Of course, there’s nothing wrong with pointing out grammatical and structural errors. However, it’s essential to focus on leaving constructive feedback that can help students improve their craft. Now, how can that be done without spending hours filling the margins with comments?
I’m glad you asked.
Grade Essays Faster with These Tips and Tricks
Since we can’t avoid grading altogether, I hope these tips and tricks can help you grade essays faster and increase student performance. And while I love rubrics, and they can certainly save time grading, they aren’t your only option. So here are eight other tips and tricks to try.
Tip 1: Get Focused.
This has been one of my biggest grading time-savers. And I’m not just talking about limiting your distractions while you grade (more on that in a minute), but I mean narrow your focus on what it is you’re grading. Often, we spend so much time correcting every single grammatical mistake that we miss opportunities to give feedback on the skills we’re currently teaching. Try to focus your feedback on the specific skills your students just learned, like writing a strong thesis, embedding quotations, providing supporting evidence, or transitioning from paragraph to paragraph.
Taking this approach to grading will lead to less overwhelm for both you and your students. In fact, your students will have a clearer understanding of what they need to continue working on. Just be sure to make the specific skill (or skills) that you’re looking for (and grading) clear at the start of the assignment.
Tip 2: Give Student Choice.
Let’s say you’ve been working on a particular skill for a few weeks and have had your students practice using various writing prompts. Instead of feeling forced to provide feedback on every written response, let your students choose their best work for you to grade. I find that this grading technique works best on shorter assignments.
However, that doesn’t mean you can’t apply this to longer essays. If you’ve been working on a certain aspect of essay writing, you can let your students pick the paragraph from their essay they want you to grade. Either way, encourage your students to select the writing they believe best represents their skills and knowledge for the task at hand. Not only will this cut down on your grading time, but it will also encourage a sense of ownership over students’ grades.
Tip 3: Check Mark Revisions.
The checkmark revision approach is a great way to put more ownership and accountability on your students. Instead of grading a student essay by telling them exactly what to fix, turn it into a learning opportunity! As you review the student essay, simply use check marks to note areas that need to be corrected or could be improved. Then, give students time in class to work through their essays, identifying what the check mark indicates and making proper adjustments.
However, make sure your students have a clear list (or rubric) outlining the expectations for the essay. They can use this list to refer to when trying to figure out what revisions they need to make to improve their work. Alternatively, if you’re not ready to jump straight to checkmarks, you can create a comment code that provides a bit more guidance for students without taking up a lot of your time.
Tip 4: Use Conferences.
Have you ever thought about holding student-teacher conferences in lieu of providing written feedback? If not, you totally should! Students are so used to teachers doing the heavy lifting for them. Alternatively, turn the revision process into an active experience for them. Instead of going through the essay on your own, marking errors, and making suggestions, talk it through with each student.
When it comes to student-teacher conferences, make sure to set a reasonable time limit for each conference to ensure you’re not spending days conducting these meetings. Just make sure your time limit is enough to review their written work and provide verbal feedback. I require each student to mark their essay as we review it so they know exactly what to work on. While I’m more than willing to answer questions, I encourage students to make an appointment with me after school if they need extensive help.
Tip 5: Skim and Review
I can’t be the only one who wants to shed a tear of frustration when I watch a student toss a comment-covered essay right into recycling. So, instead of spending hours leaving comments on each and every student’s essay, skim through their rough drafts while noting common errors. That way, instead of waiting until students turn in their final draft to address their mistakes, you can review common errors in class before they submit a final draft. Trust me. This will make grading those final drafts much easier– especially if you have a clear rubric or grading checklist to follow.
This is a great way to review common grammar mistakes that we don’t always take time to teach at the secondary level. It’s also a great way for you to address aspects of your target skills that students are still struggling with. Lastly, I find this shift in focus from the final product to the revision process helps students better understand (and, perhaps, appreciate) the writing process as more than a grade but a learning experience.
Tip 6: Leave a Comment at the End.
This is a huge time-saver, and it’s pretty simple. Although be warned, it might challenge you to go against all of your grading instincts! We’re so used to marking every single error or making all the suggestions with student essays. But, students are often overwhelmed by the mere look of ink-filled margins. What if, instead, you save your comments for the end and limit yourself to one or two celebrations and one or two areas for improvement? This is a simple yet clear way to provide feedback to your students on a final draft, especially if you’ve already gone through a more in-depth revision process from draft to draft.
Okay fine. If you must, you can fix the grammatical errors using a red pen, but save your energy by avoiding writing the same thing over and over again. If you’ve marked the same error three times, let that be it. If they don’t get it after three examples, they should probably make time to see you after school.
Tip 7: Grade Paragraph-by-Paragraph.
Instead of feeling overwhelmed by grading a tall stack of essays, consider breaking your grading– and writing– process down by paragraph. Assessing a single paragraph is far more time-friendly than an entire essay. So, have your students work on their essay paragraph by paragraph, turning each component in as they are completed. That way, you can provide quick and effective feedback they can apply when revising that paragraph and writing any future paragraphs for the final piece. Take it a step further by breaking it down into specific skills and components of an essay. For example, maybe you grade students’ thesis statements and supporting evidence as two separate steps. Grading each of these components takes far less time and, by the time students put it all together for their final essay, their writing should be much more polished and easier to grade. Plus, since you gave immediate feedback throughout the process, you don’t have to worry about spending hours writing comments throughout their entire paper. Instead, give the students a “final” grade using a simple rubric. And since you gave them opportunities to apply your feedback throughout the writing process, you can even have an “improvement” section of the rubric. This is an easy way to acknowledge student effort and progress with their writing.
Tip 8: Mark-up a Model Paragraph.
Take some of the work off your plate by grading a paragraph and letting the students do the rest. (You read that right.) Here’s how it works: instead of grading an entire paper, rewriting the same comments paragraph after paragraph, just mark up a model paragraph. Alternatively, you can grade the intro and conclusion paragraphs, while marking up one body paragraph as a model for the remaining body paragraphs. Give them a score on a smaller scale, such as 1 to 10, as a phase one grade.
Then, set aside time in class to have your students review your model paragraph and use it to mark up the rest of their paper before fixing their errors. I like giving them time in class to do this so they can ask me any clarifying questions in real-time. Once they turn in their revised essay, you can give them a phase two grade without having to worry about diving too deep into feedback. A comment per paragraph or page would suffice.
More Teacher Tricks to Help You Grade Essays Faster
T ip 9: set realistic goals..
Just like we set our students up for success, set yourself up for success too. If you know you can’t get through a class worth of essays during your prep period, don’t set it as your goal. You’ll only feel overwhelmed, disappointed, and discouraged when you only make it through half of your stack. Instead, only tackle your grading when you have the time to do so, and set realistic goals when you do. Grading more essays than you planned on? You feel on top of the world. Grading fewer? You feel like it’s neverending.
Tip 10: Avoid Distractions.
Instagram? Facebook? I know how easy it is to wander over to your phone and take a scroll break. But, we both know a few minutes can turn into an hour real fast. So, do yourself a favor, and when you know it’s time to grade a stack of essays, free your space of any distractions and set a timer. You’d be surprised by how much you can get done in an hour of uninterrupted essay grading.
The bottom line is that grading is an unavoidable aspect of being an ELA teacher. However, I hope one or more of these ideas can help you grade essays faster. The truth is, with these essay grading tips and tricks, you won’t only grade essays more efficiently, but you’ll provide better feedback for students as well. In fact, the longer we take to grade (or procrastinate grading) those essays, the less effective the feedback is for students, period.
So, here’s to more effective grading– faster!
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Essay Writing
Understanding Your Grade
Introduction
Receiving feedback on an essay is often a frustrating experience. It’s hard to deal with all the red ink and focus on learning from our mistakes. In addition, students often disagree with instructors on what constitutes a good grade. An instructor might see a B- as a perfectly respectable mark, whereas the student is satisfied with nothing less than a B+.
To prevent misunderstandings, we’ve tried to describe how most instructors think about each type of grade. These grading criteria should give you some rough idea of whether your instructor’s mark is fair or not.
Common Grading Criteria
The following grade descriptions are commonly used for marking essays at the university level.
An A grade is reserved for an outstanding essay that provides genuine insight and a persuasive argument. While complete originality is not required, the writer’s thesis should be complex, nuanced, and compelling. In addition, the essay structure is coherent and logical, the evidence is well-integrated, the analysis is detailed, and the writer is able to deal fairly with possible objections and other points of view. Essays that deserve an A grade require little correction in terms of spelling and grammar, though there is no expectation that the writing is flawless.
A B grade is given to a strong essay that has a clear structure and an effective argument. This type of essay does require some more polish and editing, but it has an interesting thesis backed up by a sufficient amount of evidence. A B essay may be a bit rough around the edges (both in terms of content and style), but it successfully accomplishes the main objectives of the assignment.
A C grade does not stand for crappy . It stands for competent . A C signifies that your writing meets all the basic requirements. Your work has structure, a decent argument, and an adequate amount of proof. In short, your work has potential. With a bit more work and editing you can turn your competent paper into something really good. To improve, you’ll likely also need to fix quite a lot of writing errors. If you struggle with a persistent error such as comma splices or apostrophe problems, your instructor may not give you anything higher than a C until you deal with the issue.
A D grade is given to essays that are deficient and provide barely enough content to merit a passing grade. Such essays also contain a significant number of writing errors and tend to lack at least one of the basic aspects of an essay (a thesis, a coherent argument, sufficient evidence, and good paragraph structure). A D essay often reveals some misunderstanding of the topic or assignment and requires major revision.
A failing grade is given to essays that are so illogical, poorly organized, and underdeveloped that the instructor cannot find any justification for passing the assignment. An F suggests that the writing is riddled with errors and that the argument is inadequate or incorrect. Note also that essays that are heavily plagiarized will automatically receive an F.
Grading Abbreviations
Can’t figure out what your instructor’s scribbles mean? Check out our sheet of Grading Abbreviations used by editors and academics.
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The next step is to take each of the other criteria and define success for each of those, assigning a value to A, B, C and D papers. Those definitions then go into the rubric in the appropriate locations to complete the chart.
Each of the criteria will score points for the essay. The descriptions in the first column are each worth 4 points, the second column 3 points, the third 2 points and the fourth 1 point.
What is the grading process?
Now that your criteria are defined, grading the essay is easy. When grading a student essay with a rubric, it is best to read through the essay once before evaluating for grades . Then reading through the piece a second time, determine where on the scale the writing sample falls for each of the criteria. If the student shows excellent grammar, good organization and a good overall effect, he would score a total of ten points. Divide that by the total criteria, three in this case, and he finishes with a 3.33. which on a four-point scale is a B+. If you use five criteria to evaluate your essays, divide the total points scored by five to determine the student’s grade.
Once you have written your grading rubric, you may decide to share your criteria with your students.
If you do, they will know exactly what your expectations are and what they need to accomplish to get the grade they desire. You may even choose to make a copy of the rubric for each paper and circle where the student lands for each criterion. That way, each person knows where he needs to focus his attention to improve his grade. The clearer your expectations are and the more feedback you give your students, the more successful your students will be. If you use a rubric in your essay grading, you can communicate those standards as well as make your grading more objective with more practical suggestions for your students. In addition, once you write your rubric you can use it for all future evaluations.
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Today all the students can save their time and effort using the proofreading and plagiarism checker online. They can use an AI essay grader available on iTunes or in the web for free. The customers, using it, affirm: “It is so easy and fast to rate my paper now!” It really helps students to save their time and effort to do something very important.
When you use paper rate tool and plagiarism checker, you learn how to write essays with no mistakes. Each time you get the paper rate, you can take your time to think over all your mistakes (if y they exist) or enjoy your success (if no mistakes are found).
We recommend all the students using the paper grader or an essay rater by StudySaurus.
“Grade My Essay”: How it Works
Just paste your text or upload the file containing the text of your essay and the smart paper rater will analyze it. In the report, you will get the mark for your level of spelling, grammar, “bad phrases” (inappropriate words and clichés) and style.
The results will be given in The average sentence length will be measured the level of academic vocabulary usage and the tips and prompts as well.
At the end of the rating your essay, it will be graded. For instance: “Grade 81 B” or “Grade 97 A”. It is proved: students, regularly using the smart checker of paper rater or an essay grader, show the better results in their education.
University students ought to possess certain skills to get grades they need in their classes. One skill that is vital for getting excellent grades is the ability to produce a good piece of writing. Some people have an inborn ability to write essays well and need little to no aid. If you are one of those students who do a great job when it comes to the research aspect, but the writing process is rather challenging for you, you may want to tap into our online paper grader.
Who Is Going to Rate My Paper?
Our Essay Grader is an intelligent tool that leverages the most advanced proofreading algorithms to produce accurate examination eliminating plagiarism and grammar mistakes. Our website that grades essays is available 24/7, we do our job in the most proficient way so that you could save your personal time and money. If you have created an assignment but doubt whether it is good enough thinking “I need to grade my paper” – we are the ones who can do it perfectly.
How Do We Grade Your Paper?
Our essay rater service combines automatic algorithms, as well as manual evaluation by professional editors possessing higher education in English language and/or literature. After having checked language aspects, your text will be transferred to the specialists in the field related to the topic of your assignment to check the content. We have a staff consisting of linguists from different parts of the world so that we can provide assistance to all rate my paper related inquiries on short notice if needed. It does not matter whether you live in Europe, USA, Canada or New Zealand, our smart algorithms will start analyzing your writing immediately after you have submitted your request. We can satisfy the needs of our consumers most efficiently.
What Is The Best Essay Grader?
Before you discover the advantages of the tool, you might be curious about how specifically our rator functions. The thing is that you do not simply ask it to “grade my essay” and then expect it to come back with a grade on it. Let us explain to you how the service works.
The process of using a paper rator is quite straightforward. The initial thing that you need to do is write your assignment. You will need to follow the instructions to submit the document into our rating tool.
While proofreading, there will take place an assessment of your spelling and grammar. An additional parameter that is typically subject of analysis is the use of your language in the essay as well as transitions. It is also worth mentioning plagiarism, which is another item our paper rator tool checks. The reason being that copying someone else’s work without giving them due credit is not acceptable in higher institutions or the real world for that matter. After your assignment is given back to you, you may want to take the necessary time required for making revisions of your creative papers. Having made all the essay corrections, you may now submit it to your teacher and get an excellent mark.
If you have difficulty getting excellent marks for your essays, you now have the option to get professional assistance in the matter. We can not only write papers for you, but we can also grade them so that you find out your areas for improvement. After using our paper rater service with your essays, you will be aware of the changes you need to make to get a desirable grade from your teacher. Do not leave your grades to chance. Double-check to walk an extra mile to improve your marks by using our paper rater tool.
Our Benefits:
- Quality Assurance. All the papers undergo smart algorithms, which prior to sending you the final version, check it for plagiarism, spelling mistakes, punctuation and much more.
- Confidentiality Policies. Our tool does not disclose any personal data to third parties. We guarantee that no one will ever know that you have had your paper rated using our tool.
- Free. Since students do not have substantial financial resources.
- Support. Our technical support team works around the clock and is ready to answer any questions by phone, mail or chat. We provide help to students as quickly as possible.
Knowledge is power, and it is the key message that we’re trying to put across. If you are ready to work hard without making up excuses, it means you are prepared. The same goes for successful academic writing. If you can predict a mark that your teacher is going to give you and you are not happy with it, you have all the means to change the situation. So submit your paper for “rate my essay” analysis and see how your university life changes for good!
About StudySaurus
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StudySaurus is run by two uni-students that still get a kick out of learning new things. We hope to share these experiences with you.
Ideas , concepts , tutorials, essay papers – everything we would’ve liked to have known, seen or heard during our high-school & UNI years, we want to bring to YOU.
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Paper Checker
reasons to use paper rater.
- It's simple - just copy and paste your essay below
- View detailed stats about word choice, grammar, spelling, and more
- Your manuscript will be analyzed immediately in real-time
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- File upload
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Free Online Essay and Grade Checker
Paste the text of your paper or essay below (or upload a file), select the appropriate options to fill in the fields below and click on the "Get Report" button to immediately check your grade and receive revision suggestions.
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TERMS OF USE
Effective Date and Last Updated: December 17, 2019
Welcome to the U.S. e-commerce shops, digital platforms, websites, applications ("apps"), widgets, blogs, or other online offerings owned or operated by subsidiaries of Barnes & Noble Education, Inc., including Barnes & Noble College Booksellers, LLC; MBS Textbook Exchange, LLC; Student Brands, LLC; or any of their affiliates or subsidiary companies (collectively, "BNED"), including but not limited to bncollege.com; bartleby.com; mbsbooks.com, studymode.com, cram.com, paperrater.com, and all other online offerings (collectively, the "Services") that post links to these Terms of Use. The Services include the online bookstores operated by BNED on behalf higher education and primary education institutions, as well as other online Services, resources, forums, contests or sweepstakes offered or operated by BNED.
Please review these Terms of Use carefully before using the Services. The Terms of Use govern each user’s ("you" or "your") use of and/or access to the Services.
By using or accessing the Services, you acknowledge and agree that you have read, understood and agree to be bound by these Terms of Use. You also acknowledge that you have read and understood our data practices as described in the Privacy Policy applicable to the Services and Content you use.
These Terms of Use affect your legal rights, responsibilities and obligations, govern your use of the Services, are legally binding, limit BNED’s liability to you, and require you to indemnify us and to settle certain disputes through individual arbitration. Please note that nothing in these Terms of Use affects your mandatory statutory rights under applicable law, to the extent that such rights apply to you and cannot be limited or excluded.
If you do not wish to be bound by these Terms of Use, and any applicable Additional Terms (defined below), you should not use or access the Services, and, where applicable, you should uninstall any Services downloads and applications.
In some instances, you may be subject to different or additional terms and conditions, policies and guidelines ("Additional Terms") that are applicable to certain parts of the Services. Those Additional Terms will be posted on the Services in connection with the relevant offering. In the event of a conflict between these Terms of Use and the Additional Terms, the Additional Terms shall control.
These Terms of Use and the Additional Terms are subject to change at any time, so we encourage you to periodically review all terms and conditions posted on the Services. If we make any material changes to these Terms of Use or the applicable Additional Terms, we will post the updated version(s), along with an effective date, and notify you by means of a notice on the Services. In the event that you have these Terms of Use cached on your browser, the Terms of Use that apply to you are the most recent version of the Terms of Use that appear on a non-cached browser.
If any changes to these Terms of Use or Additional Terms are not acceptable to you, you must stop your access to and/or use of the Services and, where applicable, uninstall any Services downloads and applications.
1. Ownership; Your Rights to Use the Services and Content.
- Ownership . The Services and all of its content (collectively, "Content"), including all copyrights, patents, trademarks, service marks, trade names and all other intellectual property rights therein ("Intellectual Property"), are owned or controlled by BNED, our licensors, and certain other third parties. All right, title, and interest in and to the Content and Intellectual Property available via the Services is the property of BNED, our licensors or certain other third parties, and is protected by U.S. and international copyright, trademark, trade dress, patent and/or other Intellectual Property and unfair competition rights and laws to the fullest extent possible. BNED owns the copyright in the selection, compilation, assembly, arrangement, and enhancement of the Content on the Services.
- Display, view, use, and play the Content on a computer, mobile or other internet enabled or permitted device ("Device") and/or print one copy of the Content (excluding source and object code in raw form or otherwise) as it is displayed to you;
- Subject to any applicable Additional Terms, if the Services includes a "Send to Friend," social media sharing or similar tool that allows you to initiate and send to one or more of your contacts a communication that includes Content, or to post our Content to third-party services or your own site or online service, and the tool is operational, use the tool to do so; provided, however, that you do not do so in any manner that violates applicable law or third-party rights or reflects negativity on us, and only send to recipients you have permission to contact;
- If the Services includes a "Download" link next to a piece of Content (including, without limitation, an image, an icon, a wallpaper, a music track, a video, a trailer, an RSS feed), you may only download a single copy of such Content to a single Device;
- Download, install and use one copy of any software, including apps, that we make available on or through the Services ("Software") on your Device in machine-executable object code form only and make one additional copy for back-up purposes; provided, however, that you understand and agree that: (i) by allowing you to download the Software, BNED does not transfer title to the Software to you (i.e., you own the medium on which the Software is recorded, but the Software's owner (which may be BNED and/or its third-party Software licensor) will retain full and complete title to such Software); (ii) you may not copy, modify, adapt, translate into any language, distribute, or create derivative works based on the Software, except as expressly authorized in these Terms of Use or applicable Additional Terms, without the prior written consent of BNED; (iii) you may not assign, rent, lease, or lend the Software to any person or entity, and any attempt by you to sublicense, transfer, or assign the Software will be void and of no effect; and (iv) you may not decompile, disassemble, reverse engineer, or attempt to reconstruct, identify, or discover any source code, underlying ideas, underlying user interface techniques, or algorithms of the Software by any means whatsoever, except to the extent the foregoing restriction is prohibited by applicable law;
- If made available to you, obtain a registered personal account (and/or related username and password) on the Services and interact with the Services in connection therewith;
- Link to the Services from a website or other online service, so long as: (a) the links only incorporate text, and do not use any BNED names, logos, or images, (b) the links and the content on your website do not suggest any affiliation with BNED or cause any other confusion, and (c) the links and the content on your website do not portray BNED or its products or services in a false, misleading, derogatory, or otherwise offensive manner, and do not contain content that is unlawful, offensive, obscene, lewd, lascivious, filthy, violent, threatening, harassing, or abusive, or that violate any right of any third-party or are otherwise objectionable to BNED. BNED reserves the right to suspend or prohibit linking to the Services for any reason, in its sole discretion, without advance notice or any liability of any kind to you or any third-party;
- Stream the Content using any of the widgets and/or other digital streaming internet video players, if any, provided on the Services; and
- Use any other functionality expressly provided by BNED on or through the Services for use by users, subject to these Terms of Use (including, without limitation, functionality to create and/or post User-Generated Content (as defined below)) and any applicable Additional Terms.
- Additional Terms for Usage Subscriptions . Purchases of usage subscriptions ( e.g ., credits, points, and/or virtual currency) or any virtual items made available on the Services are nonrefundable, have no monetary value ( i.e ., are not a cash account or equivalent), and are purchases of only a limited, non-exclusive, revocable, non-assignable, personal, and non-transferable license to use those items only, even if such came with a durational term ( e.g ., a monthly subscription). Any attempt to transfer, assign or otherwise sell or trade such subscription, regardless of manner or method, is null and void. Suspension or termination thereof results in the forfeit of the suspended or terminated subscription or items, except as may be noted in the applicable Additional Terms. As permitted by law, we are not responsible for repairing or reissuing any credit or refund or any other sum, as a result of our modification of any usage subscriptions or virtual item, or for loss or damage due to error, or any other reason.
- Additional Terms for Bartleby Tutor . One-time purchases of minutes to be used for real-time tutoring sessions offered through Bartleby Tutor must be used within ninety (90) days from the date of purchase. Any unused minutes thereafter are nonrefundable and cannot be redeemed for any credit or other value. Minutes purchased through subscriptions to Bartleby Tutor expire upon any cancellation of the Bartleby Tutor subscription; any unused minutes at the time of such cancellation cannot be refunded or otherwise be credited back to your account.
- Rights of Others . In using the Services, you must respect the Intellectual Property and rights of others and BNED. Your unauthorized use of Content may violate the rights of others and applicable laws and may result in your civil and criminal liability. If you believe that your work has been infringed via the Services, see Section 5 below.
- Reservation of all Rights Not Granted as to Services and Content . These Terms of Use and any applicable Additional Terms include only narrow, limited grants of rights to use and access the Services and Content. No right or license may be construed, under any legal theory, by implication, estoppel, industry custom, or otherwise. ALL RIGHTS NOT EXPRESSLY GRANTED TO YOU ARE RESERVED BY BNED AND ITS LICENSORS AND OTHER THIRD PARTIES. Any unauthorized use of any Content or the Services for any purpose is prohibited.
- Third-Party Services . We are not responsible for third parties or their content, advertisement(s), apps or sites ("Third-Party Services"). For instance, portions of the Services may be integrated into or linked to third-party sites, platforms and apps that we do not control. Similarly, we may make ads and third-party content or services, which we also may not control, available to you on or via our Services. This may include the ability to register or sign into our Services using third-party tools, and to post content on third-party sites and services using their plug-ins made available on our Services. Use caution when dealing with third parties and consult their terms of use and privacy policies. We take no responsibility for Third-party Services and will not be liable for any damages caused by your use or reliance on Third-Party Services. If you are accessing or using the Services through Apple, Android, or any other mobile operating system platform, these are Third-Party Services. If you access our apps via Apple, see below for Additional Terms that are applicable to you and are incorporated into the Terms of Use by this reference.
- To the extent that you are accessing the Services through an Apple mobile application, you acknowledge that these Terms of Use are entered into between you and BNED and that Apple, Inc. ("Apple") is not a party to these Terms of Use other than as third-party beneficiary, as contemplated below.
- The license granted to you by BNED under these Terms of Use is subject to the permitted Usage Rules set forth in the Apple Media Services Terms and Conditions ( see : http://www.apple.com/legal/itunes/us/terms.html) and any third-party terms of use applicable to the BNED Services you use.
- You acknowledge that BNED, and not Apple, is responsible for providing the Services and Content as defined in these Terms of Use.
- You acknowledge that Apple has no obligation whatsoever to furnish any maintenance or any support services to you with respect to the Services and Content.
- To the maximum extent not prohibited by applicable law, Apple will have no other warranty obligation whatsoever with respect to the Services and Content.
- Notwithstanding anything to the contrary herein, and subject to these Terms of Use, you acknowledge that, solely as between Apple and BNED, BNED and not Apple is responsible for addressing any claims you may have relating to the Services and Content, or your possession and/or use thereof, including, but not limited, to: (A) product liability claims; (B) any claim that the Services fails to conform to any applicable legal or regulatory requirement; and (C) claims arising under consumer protection or similar legislation.
- Further, you agree that if the Services, or your access to and use of the Services, infringes on a third-party’s Intellectual Property rights, you will not hold Apple responsible for the investigation, defense, settlement and discharge of any such Intellectual Property infringement claims.
- You acknowledge and agree that Apple, and Apple’s subsidiaries, are third-party beneficiaries of these Terms of Use, and that, upon your acceptance of these Terms of Use, Apple will have the right (and will be deemed to have accepted the right) to enforce the Terms of Use against you as a third-party beneficiary thereof.
2. Content You Submit; Interactive Community Rules.
- Except as otherwise described in the Services’ posted Privacy Policy, or any applicable Additional Terms, you agree: (A) your UGC will be treated as non-confidential and non-proprietary by us – regardless of whether you mark them "confidential," "proprietary," or the like – and will not be returned, and (B) to the maximum extent not prohibited by applicable law, BNED does not assume any obligation of any kind to you or any third-party with respect to your UGC. Upon request, you will provide documentation necessary to authenticate rights to such content and verify your compliance with these Terms of Use or any applicable Additional Terms. You acknowledge that the Internet and mobile communications may be insecure and subject to breaches of security; accordingly, you acknowledge and agree that your UGC is submitted at your own risk.
- In your communications with BNED, please keep in mind that we do not seek any unsolicited ideas or materials for products or services, or even suggested improvements to products or services, including, without limitation, ideas, concepts, inventions, or designs for music, websites, apps, books, scripts, screenplays, motion pictures, television shows, theatrical productions, software or otherwise (collectively, "Unsolicited Ideas and Materials"). Any Unsolicited Ideas and Materials you submit are deemed UGC and licensed to us as set forth below. In addition, BNED retains all of the rights held by members of the general public with regard to your Unsolicited Ideas and Materials. BNED’s receipt of your Unsolicited Ideas and Materials is not an admission by BNED of their novelty, priority, or originality, and it does not impair BNED ’s right to contest existing or future Intellectual Property rights relating to your Unsolicited Ideas and Materials.
- License to BNED of Your UGC. Except as otherwise described in any applicable Additional Terms (such as a promotion’s official rules), which specifically govern the submission of your UGC, or in our Privacy Policy, you hereby grant BNED the non-exclusive, unrestricted, unconditional, unlimited, worldwide, irrevocable, perpetual, and cost-free right and license to use, copy, record, distribute, reproduce, disclose, sell, re-sell, sublicense (through multiple levels), display, publicly perform, transmit, publish, broadcast, translate, make derivative works of, and otherwise use and exploit in any manner whatsoever, all or any portion of your UGC (and derivative works thereof), for any purpose whatsoever in all formats, on or through any means or medium now known or hereafter developed, and with any technology or devices now known or hereafter developed, and to advertise, market, and promote the same. Without limitation, the granted rights include the right to: (A) configure, host, index, cache, archive, store, digitize, compress, optimize, modify, reformat, edit, adapt, publish in searchable format, and remove such UGC and combine same with other materials, and (B) use any ideas, concepts, know-how, or techniques contained in any UGC for any purposes whatsoever, including developing, producing, and marketing products and/or services. You understand that in exercising such rights, metadata, notices and content may be removed or altered, including copyright management information, and you consent thereto and represent and warrant you have all necessary authority to do so. In order to further effect the rights and license that you grant to BNED to your UGC, you also, as permitted by applicable law, hereby grant to BNED, and agree to grant to BNED, the unconditional, perpetual, irrevocable right to use and exploit your name, persona, and likeness in connection with any UGC, without any obligation or remuneration to you. Except as prohibited by law, you hereby waive, and you agree to waive, any moral rights (including attribution and integrity) that you may have in any UGC, even if it is altered or changed in a manner not agreeable to you. To the extent not waivable, you irrevocably agree not to exercise such rights (if any) in a manner that interferes with any exercise of the granted rights. You understand that you will not receive any fees, sums, consideration, or remuneration for any of the rights granted in this section.
- BNED may, but will not have any obligation to, review, monitor, display, post, store, maintain, accept, or otherwise make use of, any of your UGC, and BNED may, in its sole discretion, reject, delete, move, re-format, remove or refuse to post or otherwise make use of UGC without notice or any liability to you or any third-party in connection with our operation of UGC venues in an appropriate manner, such as to enhance accessibility of UGC, address copyright infringement, and protect Users from harmful UGC. Without limitation, we may, but do not commit to, do so to address content that comes to our attention that we believe is offensive, obscene, lewd, lascivious, filthy, violent, harassing, threatening, abusive, illegal or otherwise objectionable or inappropriate, or to enforce the rights of third parties or these Terms of Use or any applicable Additional Terms. Such UGC submitted by you or others need not be maintained on the Services by us for any period of time, and you will not have the right, once submitted, to access, archive, maintain, change, remove, or otherwise use such UGC on the Services or elsewhere, except that California minors have certain rights to have certain content about them that they have themselves posted on the Services prospectively removed from public display as provided for in the Privacy Policy .
- Each time you submit any UGC, you represent and warrant that you are at least the age of majority in the jurisdiction in which you reside, or are the parent or legal guardian, or have all proper consents from the parent or legal guardian, of any minor who is depicted in or contributed to any UGC you submit, and that, as to that UGC: (A) you are the sole author and owner of the Intellectual Property and other rights to the UGC, or you have a lawful right to submit the UGC and grant BNED the rights to it that you are granting by these Terms of Use and any applicable Additional Terms, all without any Bartleby obligation to obtain consent of any third-party and without creating any obligation or liability of Bartleby; (B) the UGC is accurate; (C) the UGC does not and, as to BNED’s permitted uses and exploitation set forth in these Terms of Use, will not infringe any Intellectual Property or other right of any third-party; and (D) the UGC will not violate these Terms of User or any applicable Additional Terms, or cause injury or harm to any person.
- Any UGC (including chat messages, links, video, photo, audio or other media content) that you submit in connection with Bartleby Tutor may be made publicly available through BNED’s library of searchable content. Such UGC may be accessible by anyone, including BNED. We encourage you to not include any personally identifiable information in any UGC you submit to BNED, the tutors, or any other third parties in relation to the Bartleby Tutor, and to exercise caution when making decisions about what you disclose when using our Services in general.
- You may use the Interactive Community only for lawful purposes and in accordance with these Terms of Use. If you are using our Interactive Community, and post, publish or communicate any UGC on or through the Interactive Community, please choose carefully the information that you post and/or provide to other users.
- You may not post on or transmit through the Services any unlawful, harmful, threatening, abusive, harassing, defamatory, vulgar, obscene, sexually explicit, profane, hateful, racially, ethnically or otherwise objectionable material of any kind, including any material that encourages conduct that would constitute a criminal offense, give rise to civil liability or otherwise violate any law, rule or regulation of the laws applicable to you or applicable in the country in which the material is posted. We reserve the right, in our sole discretion, to reject, refuse to post or remove any posting or other UGC (including private messages) from you, or to deny, restrict, suspend or terminate access to all or any part of the Interactive Community at any time, for any or no reason, without prior notice or explanation and without liability.
- You may not post UGC that: (A) involves the transmission of "junk mail", "chain letters" or unsolicited mass mailing, instant messaging, "spimming" or "spamming"; (B) contains restricted or password-only access pages or hidden pages or images (those not linked to or from another accessible page); (C) solicits passwords or personal identifying information for commercial or unlawful purposes from other users; (D) involves commercial activities and/or sales such as contests, sweepstakes, barter, advertising or pyramid schemes; (E) includes a photograph or video of another person that you have posted without that person's consent; (F) circumvents or modifies, or attempts to circumvent or modify, or encourages or assists any other person in circumventing or modifying any security technology or software that is part of the Services; (G) involves the use of viruses, bots, worms or any other computer code, files or programs that may interrupt, destroy or limit the functionality of any computer software or hardware, or otherwise may permit the unauthorized use of or access to a computer or a computer network; (H) covers or obscures the banner advertisements on your personal profile page; (I) involves any automated use of the Services, such as using scripts to add friends or send comments or messages; (J) interferes with, disrupts or creates an undue burden on the Services or the networks or services connected to the Interactive Community; (K) impersonates or attempts to impersonate another Interactive Community user, person or entity; (L) uses the account, username or password of another Interactive Community user at any time or discloses your password to any third party or permits any third party to access your account; (M) sells or otherwise transfers your profile; or (N) uses any information obtained from the Services or Interactive Community in order to harass, abuse or harm another person or entity, or attempts to do the same.
- We reserve the right, in our sole discretion, to remove your profile and/or deny, restrict, suspend or terminate your access to all or any part of the Interactive Community for any reason.
- If you become aware of misuse of the Interactive Community, including any unlawful, harmful, threatening, abusive, harassing, defamatory, vulgar, obscene, sexually explicit, profane, hateful, racially, ethnically or otherwise objectionable material of any kind, material that encourages conduct that would constitute a criminal offense, gives rise to civil liability or otherwise violates any applicable law, please contact us. Notwithstanding the foregoing and to the maximum extent permitted by applicable law, we assume no responsibility for ongoing monitoring of the Interactive Community or for removal or editing of any UGC, even after receiving notice. We assume no liability for any action or inaction with respect to conduct, communication or UGC within the Interactive Community. You are solely responsible for all activities that occur within the Interactive Community. The Interactive Community is not designed for use by individuals under the age of 18 years ("Minors"). No children under the age of 16 are permitted to register or create user profiles, and individuals aged between 16 and 18 must participate in the Interactive Community only under the supervision of a parent or legal guardian. Numerous informational and commercial resources (such as computer hardware, software or filtering services) are available to help parents keep their children safe online. If you are interested in learning more about these resources, information is available at many sites providing information on such protections. We do not specifically sponsor or endorse any of these sites or their services.
- Interactive Community users may upload to or otherwise submit to us for distribution on the Interactive Community and the Services: (A) UGC that is not subject to any copyright or other proprietary rights restrictions; or (B) UGC that the owner or licensor of any relevant rights has given express authorization for us to distribute over the Internet. You may not upload, embed, post, e-mail, transmit or otherwise make available any material that infringes any copyright, patent, trademark, trade secret or other proprietary rights of any person or entity. Any copyrighted or other proprietary UGC distributed with the consent of a copyright owner should contain a phrase such as "Copyright, owned by [name of owner]; used by permission". We are entitled to presume that all UGC conforms to the foregoing requirements. The unauthorized submission of copyrighted or other proprietary UGC is illegal and could subject the user to personal liability for damages in a civil suit as well as criminal prosecution. Interactive Community users assume all liability for any damage resulting from any infringement of copyright or proprietary rights, or for any other harm arising from an unauthorized submission or submission of UGC. We assume no liability for any damage resulting from any infringement of copyright or proprietary rights, or from any other harm arising from any UGC.
3. Using the Services; Services and Content Use Restrictions.
- Creating an Account . Accounts may only be set up you (and if not you, by an authorized representative of the individual that is the subject of the account and who is of the age of majority). We do not review accounts for authenticity and are not responsible for any unauthorized accounts that may appear on the Services. For any dispute as to account creation or authenticity, we shall have the sole right, but are not obligated, to resolve such dispute as we determine appropriate, without notice. If you register with us or create an account, you are solely responsible and liable for the security and confidentiality of your access credentials and for restricting access to your Device and for all activity under your account. Usernames and passwords must be personal and unique, not violate the rights of any person or entity, and not be offensive. We may reject the use of any password, username, or email address for any reason in our sole discretion. You are solely responsible for your registration information and for updating and maintaining it. You will immediately notify us here of any unauthorized use of your account, password, or username, or any other breach of security, but will remain responsible for any unauthorized use thereafter. You will not sell, transfer, or assign your account or any account rights.
- Any deal terms presented to you at the time of subscription, rental, purchase, or other transaction you conduct on or initiate on the Services ("Transaction") shall be considered Additional Terms. You agree to pay BNED all charges at the prices presented to you or your agent(s). You must provide, and you authorize BNED to charge, your chosen payment provider (your "Payment Method") when you make a purchase or subscribe to paid Services. You agree to make payment using that selected Payment Method and will only provide us information about payment methods that you are authorized to use. We allow you to save and manage your information about your Payment Method, including the full credit card number, account number, and expiration dates, for future purchases or transactions on our site. You may make changes to your default Payment Method at any time. If we are unable to charge one payment card, we may charge another valid credit card that you have entered for use on our site. You are responsible for maintaining the accuracy of the information that we have on file, and you consent to BNED updating such stored information from time to time based on information provided by you, your bank or payment services processors. If you initiate a chargeback dispute for any payment or transaction made on our site, BNED reserves the right to terminate the provision of services or delivery or products to you pending resolution of the chargeback dispute with the credit card issuer.
- Subscription fees may be automatically renewed at the end of the original term selected, for a similar period of time, unless notice is received from the subscriber seven (7) days before renewal. Unless and until this these Terms of Use are cancelled in accordance with the terms hereof, you hereby authorize us to charge your Payment Method to pay for the ongoing cost of membership. Subscription fees are NOT refundable if you request to cancel or terminate your membership. Should a refund be issued by us, all refunds will be credited solely to the Payment Method used in the original transaction. You hereby further authorize us to charge your Payment Method for any and all additional purchases of Services and Content.
- Some Transactions may be subject to taxes in certain states. Depending on your state and the nature of the product or Services you receive from us, this may be a rental tax, sales tax and/or use tax. Tax rates are different from state to state. You are responsible for paying all such taxes.
- Services Use Restrictions . You agree that you will not: (i) use the Services for any political or commercial purpose (including, without limitation, for purposes of advertising, soliciting funds, collecting product prices, and selling products); (ii) use any meta tags or any other "hidden text" utilizing any Intellectual Property; (iii) engage in any activities through or in connection with the Services that seek to attempt to or do harm any individuals or entities or are unlawful, offensive, obscene, lewd, lascivious, filthy, violent, threatening, harassing, or abusive, or that violate any right of any third-party, or are otherwise objectionable to BNED; (iv) decompile, disassemble, reverse engineer, or attempt to reconstruct, identify, or discover any source code, underlying ideas, underlying user interface techniques, or algorithms of the Services by any means whatsoever or modify any Services source or object code or any Software or other products, services, or processes accessible through any portion of the Services; (v) engage in any activity that interferes with a user’s access to the Services or the proper operation of the Services, or otherwise causes harm to the Services, BNED, or other users of the Services; (vi) interfere with or circumvent any security feature (including any digital rights management mechanism, device or other content protection or access control measure) of the Services or any feature that restricts or enforces limitations on use of or access to the Services, the Content, or the UGC; (vii) harvest or otherwise collect or store any information (including personally identifiable information about other users of the Services, including email addresses, without the express consent of such users); (viii) attempt to gain unauthorized access to the Services, other computer systems or networks connected to the Services, through password mining or any other means; or (ix) otherwise violate these Terms of Use or any applicable Additional Terms.
- Content Use Restrictions . You also agree that, in using the Services, you will: (i) not monitor, gather, copy, or distribute the Content (except as may be a result of standard search engine activity or use of a standard browser) on the Services by using any robot, rover, "bot", spider, scraper, crawler, spyware, engine, device, software, extraction tool, or any other automatic device, utility, or manual process of any kind; (ii) not frame or utilize framing techniques to enclose any the Content (including any images, text, or page layout); (iii) keep intact all trademark, copyright, and other Intellectual Property and other notices contained in the Content; (iv) not use the Content in a manner that suggests an unauthorized association with any of our or our licensors’ products, services, or brands; (v) not make any modifications to the Content (other than to the extent of your specifically permitted use of the BNED Licensed Elements, if applicable); (vi) not copy, modify, reproduce, archive, sell, lease, rent, exchange, create derivative works from, publish by hard copy or electronic means, publicly perform, display, disseminate, distribute, broadcast, retransmit, circulate or transfer to any third-party or on any Third-Party Services, or otherwise use or exploit the Content in any way for any purpose except as specifically permitted by these Terms of Use or any applicable Additional Terms, or with the prior written consent of an officer of BNED or, in the case of the Content from a licensor or owner of the Content; and (vii) not insert any code or product to manipulate the Content in any way that adversely affects any user experience or the Services.
- Availability of Services and Content . BNED, in its sole discretion without advance notice or liability, may immediately suspend or terminate the availability of the Services and/or Content (and any elements and features of them), in whole or in part, for any reason, in BNED’s sole discretion, and without advance notice or liability.
- Age of Users . Unless otherwise specifically noted in the features made available to you, the Services, Content and any products and services appearing or marketed on the Services are intended for and directed towards the purchase and use by adults (those aged 18 years or above) or by individuals 16 or older with the consent of adults. Individuals over the age of 16 and under the age of 18 years may only use the Services with the supervision of a parent or legal guardian and should review these Terms of Use with a parent or legal guardian to ensure that they understand them.
- Internet Connectivity Charges . Internet connectivity is required to access the Services. Any access fees or charges applicable to your internet connectivity are solely your responsibility. Certain internet service providers, including wireless carriers, may charge fees for data connections based on the total amount of data you access. We are in no way responsible for the fees charged by or policies of internet service providers or others with whom you contract for such internet connectivity.
4. Wireless Features; Messages; Location-Based Features.
- Wireless Features . The Services may offer certain features and services via your wireless Device. Features and services may include the ability to access the Services’ features, upload content to the Services, receive messages from the Services, and download applications to your wireless Device (collectively, "Wireless Features"). You agree to receive communications we may send through Wireless Features for which you are registered. Further, we may collect information related to your use of the Wireless Features. If you have registered via the Services for Wireless Features, then you agree to notify BNED of any changes to your wireless contact information (including phone number) and update your accounts on the Services to reflect the changes. If the Services includes push notifications or other mobile communication capability, you hereby approve of our delivery of electronic communications directly to your mobile Device. These notifications, including badge, alert or pop-up messages, may be delivered to your Device even when the Services is running in the background. You may have the ability, and it is your responsibility, to adjust the notifications you do, or do not, receive via your Device through your Device and/or app settings. Standard message, data and other fees may be charged by your carrier, and carriers may deduct charges from pre-paid amounts or data allowances, for which you are responsible. Your carrier may prohibit or restrict certain Wireless Features and certain Wireless Features may be incompatible with your carrier or wireless Device. Contact your carrier with questions regarding these issues.
- You may be given opportunities to subscribe to various text marketing or other text messaging programs and by doing so, you consent to receive ongoing text alerts (including by auto-dialers) from us related to our various businesses and affiliates, which may include co-promotions with or about other parties, except that if the scope of your consent for a particular subscription is limited, that subscription will be so limited. Such consent is not required to purchase any product or Services aside from the text subscription itself. Subsequent or different subscriptions will be unaffected by an opt-out. You consent to receive a text confirming any opt-out as well as non-marketing administrative or transactional messages.
- Email Messages . You may cancel or modify our email marketing communications you receive from us by following the instructions contained within our promotional emails. This will not affect subsequent subscriptions, and if your opt-out is limited to certain types of emails, the opt-out will be so limited. Please note that we reserve the right to send you certain communications relating to your account or use of our Services, such as administrative and service announcements, and these transactional account messages may be unaffected if you choose to opt-out from receiving our marketing communications.
- Location-Based Features . If GPS, geo-location or other location-based features are enabled on your Device, you acknowledge that your Device location may be tracked and may be shared with others consistent with the Privacy Policy. Some Devices and platforms may allow disabling some, but not all, location-based features or managing such preferences. Typically, your proximity or connection to wi-fi, Bluetooth and other networks may still be tracked when location services are turned off on Device settings. You can terminate Device location tracking via a mobile app by us by uninstalling the application. Territory geo-filtering maybe required in connection with use of some Services features due, for instance, to Content territory restrictions. The location-based services offered in connection with BNED’s mobile app(s) or feature(s) are for individual use only and should not be used or relied on in any situation in which the failure or inaccuracy of use of the location-based services could lead directly to death, personal injury, or physical or property damage. Use location-based services at your own risk as location data may not be accurate.
5. Notice and Take Down Procedure for Claims of Infringement.
- DMCA Notification . If you are a copyright owner who would like to send us a notice pursuant to the Digital Millennium Copyright Act ("DMCA") to identify content or material posted on the Services that is infringing and that you would like removed from our Services, or if you are a user whose work has been removed in response to such a notice of infringement and would like to file a DMCA counter-notice, you may submit such notice to us by following the instructions in this Section 5.
- The electronic or physical signature of the owner of the copyright or the person authorized to act on the owner’s behalf.
- A description of the copyrighted work that you claim has been infringed and a description of the infringing activity.
- Identification of the location where the original or an authorized copy of the copyrighted work exists (for example, the URL of the website where it is posted or the name of the book in which it has been published).
- Identification of the URL or other specific location on the Services where the material you claim is infringing is located, providing enough information to allow us to locate the material.
- Your name, address, telephone number, and email address so that we may contact you.
- A statement by you that you have a good faith belief that the disputed use is not authorized by the copyright owner, its agent, or the law.
- A statement by you, made under penalty of perjury, that the above information in your notice is accurate and that you are the copyright owner or are authorized to act on the copyright owner’s behalf.
The email address above is only for reporting copyright infringement and may not be used for any other purpose.
- If you believe an individual is a repeat infringer, please follow the instructions above to contact our DMCA agent and provide information sufficient for us to verify the individual is a repeat infringer.
- It is often difficult to determine if your copyright has been infringed. BNED may elect to not respond to DMCA notices that do not substantially comply with all of the foregoing requirements, and Bartleby may elect to remove allegedly infringing material that comes to its attention via notices that do not substantially comply with the DMCA.
- a legend or subject line that says: "DMCA Counter-Notification";
- a description of the material that has been removed or to which access has been disabled and the location at which the material appeared before it was removed or access to it was disabled (please include the full URL of the page(s) on the Services from which the material was removed or access to it disabled);
- a statement under penalty of perjury that you have a good faith belief that the material was removed or disabled as a result of mistake or misidentification of the material to be removed or disabled;
- your full name, address, telephone number, email address, and the username of your account with us (if any);
- a statement that you consent to the jurisdiction of the Federal District Court for the judicial district in which your address is located (or, if the address is located outside the U.S.A., to the jurisdiction of the United States District Court for the Southern District of New York), and that you will accept service of process from the person who provided DMCA notification to us or an agent of such person; and
- your electronic or physical signature.
- Receipt of DMCA Counter-Notification . If we receive a DMCA Counter-Notification, then we may replace the material that we removed (or stop disabling access to it) in not less than ten (10) and not more than fourteen (14) business days following receipt of the DMCA Counter-Notification. However, we will not do this if we first receive notice at the address above that the party who sent us the DMCA copyright infringement notice has filed a lawsuit asking a court for an order restraining the person who provided the material from engaging in infringing activity relating to the material on the Services. Upon our receipt of a Counter-Notification that satisfies the requirements of DMCA, we will provide a copy of the counter notification to the person who sent the original notification of claimed infringement and will follow the DMCA's procedures regarding counter notification. All Counter-Notifications must satisfy the requirements of Section 512(g)(3) of the U.S. Copyright Act. In all events, you expressly agree that neither BNED nor any of its affiliates or their employees, officers, directors, or agents will be a party to any disputes or lawsuits regarding alleged copyright infringement. Please note you may be held liable for money damages if you materially misrepresent an activity is infringing your copyrights.
6. Product Specifications; Pricing; Typographical Errors.
We strive to accurately describe our products or services offered on the Services; however, we do not warrant that such specifications, pricing, or other content on the Services is complete, accurate, reliable, current, or error-free. As permitted by applicable law, BNED shall have the right to refuse or cancel any orders in its sole discretion. Your orders are offers to purchase subject to our acceptance, which we may reject or cancel subject to refund. If we charged your credit or other account prior to rejection or cancellation, we will reissue credit to your account. Additional Terms may apply. If a product you purchased or accepted from BNED is not as described, as permitted by applicable law, your sole remedy is to return it, to cancel the purchase and receive a credit for the purchase price.
7. Termination or Suspension.
- Termination by Us . We may, upon notice to you, issue a warning, temporarily suspend, indefinitely suspend, or terminate your account or your access to all or any part of the Services for any reason in our sole discretion. In certain cases, in our sole discretion, we may provide you with a written notice (a "Restriction Notice") to inform you: (i) your right to use or access any part of the Services has been terminated, including the right to use, access or create any account thereon; (ii) we refuse to provide any Services to you; and (iii) any subsequent orders placed by you will be subject to cancellation. Other conditions may apply and shall be set forth in the Restriction Notice.
- For You to Terminate . You may terminate these Terms of Use by ceasing all use of the Services and deleting all Licensed Elements from your Device.
- Effect of Termination or Suspension . Following termination (by us or by you) or suspension, you will not be permitted to use the Services. Any suspension or termination will not affect your obligations to BNED under these Terms of Use or any applicable Additional Terms. Upon suspension or termination of your access to the Services, or upon notice from BNED, all rights granted to you under these Terms of Use or any applicable Additional Terms will cease immediately, and you agree that you will immediately discontinue use of the Services. The provisions of these Terms of Use and any applicable Additional Terms, which by their nature should survive your suspension or termination will survive, including the rights and licenses you grant to BNED in these Terms of Use, as well as the indemnities, releases, disclaimers, and limitations on liability and the provisions regarding jurisdiction, choice of law, no class action, and mandatory arbitration.
8. Disclaimers; Exclusions and Limitations of Liability.
- DISCLAIMER OF WARRANTIES AND CONDITIONS. TO THE MAXIMUM EXTENT PERMITTED BY APPLICABLE LAW, BNED AND ITS, SUBSIDIARIES, AFFILIATES, AND EACH OF THEIR RESPECTIVE EMPLOYEES, DIRECTORS, MEMBERS, MANAGE RS, SHAREHOLDERS, AGENTS, VENDORS, LICENSORS, LICENSEES, CONTRACTORS, CUSTOMERS, SUCCESSORS, AND ASSIGNS (COLLECTIVELY, "BNED PARTIES") PROVIDE THE SERVICE, CONTENT, BNED LICENSED ELEMENTS, OR OTHER BNED PRODUCTS OR SERVICES ON AN "AS IS," "AS AVAILABLE," AND "WITH ALL FAULTS" BASIS WITHOUT ANY REPRESENTATION OR WARRANTY WHATSOEVER. THE USE OF THE SERVICES IS AT YOUR SOLE RISK. WITHOUT LIMITING THE FOREGOING, AND TO THE MAXIMUM EXTENT PERMITTED BY APPLICABLE LAW, THE BNED PARTIES (AS APPLICABLE) DO NOT MAKE ANY REPRESENTATION OR WARRANTY OF ANY KIND, EXPRESS OR IMPLIED, THAT THE SERVICES, CONTENT, LICENSED ELEMENTS, UGC OR OTHER BNED PRODUCTS OR SERVICES WILL: (I) BE UNINTERRUPTED OR SECURE; (II) BE FREE OF DEFECTS, INACCURACIES OR ERRORS; OR (III) OTHERWIS E MEET YOUR REQUIREMENTS. TO THE MAXIMUM EXTENT PERMITTED BY APPLICABLE LAW, BNED PARTIES HEREBY DISCLAIM ANY AND ALL WARRANTIES AND CONDITIONS, EXPRESS OR IMPLIED, INCLUDING THE IMPLIED WARRANTIES OR CONDITIONS OF FITNESS FOR A PARTICULAR PURPOSE, LACK OF HIDDEN OR LATENT DEFECTS, SECURITY, MERCHANTABILITY, SATISFACTORY QUALITY, QUIET ENJOYMENT AND NON-INFRINGEMENT, OR ARISING BY REASON OF CUSTOM OR USAGE IN THE TRADE OR BY COURSE OF DEALING. NOTWITHSTANDING THE FOREGOING, THIS SECTION DOES NOT EXPAND OR LIMIT: (X) ANY EXPRESS, WRITTEN PRODUCT WARRANTY OR RELATED DISCLAIMERS THAT ARE PROVIDED BY BARTLEBY PARTIES OR THEIR SUPPLIERS WITH REGARD TO A PHYSICAL PRODUCT SOLD BY BARTLEBY PARTIES TO YOU, OR ANY WARRANTY ON A PHYSICAL PRODUCT TO THE EXTENT REQUIRED BY APPLICABLE LAW; (Y) BNED PARTIES’ LIABILITY FOR PERSONAL INJURY TO YOU CAUSED BY BNED PARTIES TO THE EXTENT NOT WAIVABLE OR CANNOT BE LIMITED UNDER APPLICABLE LAW; OR (Z) ANY CAUSE OF ACTION YOU MAY HAVE AGAINST BNED PARTIES THAT IS NOT WAIVABLE OR CANNOT BE LIMITED UNDER APPLICABLE LAW.
- EXCLUSION OF DAMAGES . TO THE MAXIMUM EXTENT PERMITTED BY APPLICABLE LAW, BNED PARTIES WILL NOT BE LIABLE TO YOU OR ANY THIRD PARTY FOR ANY LOST PROFITS, LOST REVENUE, LOST OR CORRUPTED DATA, OR DAMAGE TO REPUTATION OR GOODWILL OR ANY CONSEQUENTIAL, SPECIAL, INCIDENTAL, PUNITIVE OR OTHER INDIRECT DAMAGES OR LOSSES ARISING FROM, RELATING TO OR CONNECTED WITH YOUR USE OF (OR INABILITY TO USE) THE SERVICES, CONTENT, LICENSED ELEMENTS, UGC OR OTHER BNED PRODUCTS OR SERVICES REGARDLESS OF THE CAUSE OF ACTION ON WHICH THE CLAIM IS BASED (INCLUDING NEGLIGENCE, TORT, CONTRACT, STRICT LIABILITY, PRODUCT DEFECT OR MISREPRESENTATION), EVEN IF ADVISED OF THE POSSIBILITY OF SUCH DAMAGES OR LOSSES.
- your use of or inability to use the Services, or the performance of the Services;
- any action taken in connection with an investigation by BNED Parties or law enforcement authorities regarding your access to or use of the Services;
- any action taken in connection with copyright or other Intellectual Property owners or other rights owners;
- any errors or omissions in the Services’ technical operation or security or any compromise or loss of your UGC or other data or information; or
- any damage to any user’s computer, hardware, software, modem, or other equipment or technology, including damage from any security breach or from any virus, bugs, tampering, fraud, error, omission, interruption, defect, delay in operation or transmission, computer line, or network failure or any other technical or other malfunction, including losses or damages in the form of lost profits, loss of goodwill, loss of data, work stoppage, accuracy of results, or equipment failure or malfunction. The foregoing limitations of liability will apply even if any of the foregoing events or circumstances were foreseeable and even if the BNED Parties were advised of or should have known of the possibility of such losses or damages, regardless of whether you bring an action based in contract, negligence, strict liability, or tort (including whether caused, in whole or in part, by negligence, acts of God, telecommunications failure, or destruction of the Services).
EXCEPT AS MAY BE PROVIDED IN ANY APPLICABLE ADDITIONAL TERMS, TO THE FULLEST EXTENT NOT PROHIBITED BY APPLICABLE LAW, IN NO EVENT WILL THE BNED PARTIES’ TOTAL LIABILITY TO YOU, FOR ALL POSSIBLE DAMAGES, LOSSES, AND CAUSES OF ACTION IN CONNECTION WITH YOUR ACCESS TO AND USE OF THE SERVICES AND YOUR RIGHTS UNDER THESE TERMS OF USE, EXCEED AN AMOUNT EQUAL TO THE AMOUNT YOU HAVE PAID BNED IN CONNECTION WITH THE TRANSACTION(S) THAT UNDERLIE THE CLAIM(S); PROVIDED, HOWEVER, THIS PROVISION WILL NOT APPLY IF A COURT OR TRIBUNAL WITH APPLICABLE JURISDICTION FINDS SUCH TO BE UNCONSCIONABLE. FOR PURPOSES OF CLARITY, THE PRIOR SENTENCE DOES NOT EXPAND OR LIMIT ANY EXPRESS, WRITTEN PRODUCT WARRANTY THAT IS PROVIDED BY BNED OR A MANUFACTURER OF A PHYSICAL PRODUCT.
The liability limitations in this Section 8 are not intended to limit any express warranties from applicable product manufacturers of physical products sold via the Services, or any express warranties by BNED that are included in applicable Additional Terms.
- APPLICABLE JURISDICTIONAL LIMITS . CERTAIN JURISDICTIONS, SUCH AS NEW JERSEY, DO NOT ALLOW THE EXCLUSION OF OR LIMITATIONS ON IMPLIED WARRANTIES OR THE EXCLUSION OF OR LIMITATION OF CERTAIN DAMAGES. AS SUCH, SOME OR ALL OF THE ABOVE DISCLAIMERS, EXCLUSIONS OR LIMITATIONS MAY NOT APPLY TO YOU, AND YOU MAY HAVE ADDITIONAL RIGHTS.
- ESSENTIAL PURPOSE .UNLESS LIMITED OR MODIFIED BY APPLICABLE LAW, THE FOREGOING DISCLAIMERS, EXCLUSIONS AND LIMITATIONS APPLY, EVEN IF ANY REMEDY FAILS OF ITS ESSENTIAL PURPOSE.
9. Arbitration and Dispute Terms.
- Forum Selection/Jurisdiction . Jurisdiction and venue for any controversy, allegation, or claim arising out of or relating to the Services, the Content, your UGC, these Terms of Use, or any applicable Additional Terms, (collectively, "Dispute") shall be in New York, New York. Each party submits to personal jurisdiction and venue in New York, New York for any and all purposes.
- Pre-Arbitration Notification . BNED and you agree that it would be advantageous to discuss and hopefully resolve any Disputes before formal proceedings are initiated; provided, however, that BNED need not do so in circumstances where its claims of Intellectual Property rights are concerned ("IP Disputes," with all other disputes referred to as "General Disputes"). The party making a claim – whether you or BNED – shall send a letter to the other side briefly summarizing the claim and the request for relief. If BNED is making a claim, the letter shall be sent, via email, to the email address listed in your BNED account, as applicable. If no such information exists or if such information is not current, then we have no notification or delay obligations under this Section 9(b). If you are making a claim, the letter shall be sent to: Barnes & Noble Education, 120 Mountain View Blvd., Basking Ridge, NJ 07920, Attn: Legal Department. If the Dispute is not resolved within sixty (60) days after notification, the claimant may proceed to initiate proceedings as set forth in this Section 9. Either you or BNED, however, may seek provisional remedies (such as preliminary injunctive relief) subject to Section 9(d) before the expiration of this sixty (60)-day period.
- Arbitration of Claims . Unless you give us notice of opt-out within five (5) business days of your first use of the Services, addressed to: Barnes & Noble Education, 120 Mountain View Blvd., Basking Ridge, NJ 07920, Attn: Legal Department, all actions or proceedings arising in connection with, touching upon or relating to any Dispute, or the scope of the provisions of this Section 9, shall be submitted to JAMS (www.jamsadr.com) for final and binding arbitration under its Comprehensive Arbitration Rules and Procedures if the matter in dispute is over $250,000 or under its Streamlined Arbitration Rules and Procedures if the matter in dispute is $250,000 or less, to be held in New York, New York, before a single arbitrator. If the matter in dispute is between BNED and a consumer, the matter shall be submitted to JAMS in accordance with its Policy on Consumer Arbitration Pursuant to Pre-Dispute Clauses Minimum Standards of Procedural Fairness. The arbitrator shall be selected by mutual agreement of the parties or, if the parties cannot agree, then by striking from a list of arbitrators supplied by JAMS. We may have the right to pay the JAMS fees if required for arbitration to be enforceable. The arbitration shall be a confidential proceeding, closed to the general public; provided, however, that a party may disclose information relating to the arbitration proceedings to its and its affiliates’ lawyers, insurance providers, auditors and other professional advisers. The fact that there is a dispute between the parties that is the subject of arbitration shall be confidential to the same extent. The arbitrator shall issue a written opinion stating the essential findings and conclusions upon which the arbitrator’s award is based. Neither party shall be entitled or permitted to commence or maintain any action in a court of law with respect to any matter in dispute until such matter shall have been submitted to arbitration as herein provided and then only for the enforcement of the arbitrator’s award; provided, however, that prior to the appointment of the arbitrator or for remedies beyond the jurisdiction of an arbitrator, at any time, either party may seek pendente lite relief (subject to the provisions of these Terms of Use waiving or limiting that relief) in a court of competent jurisdiction in New York, New York or, if sought by BNED, such other court that may have jurisdiction over you, without thereby waiving its right to arbitration of the dispute or controversy under this Section 9; provided further, however, that the losing party shall have fifteen (15) business days after the issuance of the arbitrator’s decision to fully comply with such decision, after which the prevailing party may enforce such decision by a petition to the Supreme Court, Civil Branch, New York County or, in the case of you, such other court having jurisdiction over you, which may be made ex parte, for confirmation and enforcement of the award. To the extent there are any challenges to the arbitrability of a claim, the arbitrator shall determine any and all such challenges.
- Limitation on Injunctive Relief . AS PERMITTED BY APPLICABLE LAW, IF YOU CLAIM THAT YOU HAVE INCURRED ANY LOSS, DAMAGES, OR INJURIES IN CONNECTION WITH YOUR USE OF THE SERVICES, THEN THE LOSSES, DAMAGES, AND INJURIES WILL NOT BE DEEMED IRREPARABLE OR SUFFICIENT TO ENTITLE YOU TO AN INJUNCTION OR TO OTHER EQUITABLE RELIEF OF ANY KIND. THIS MEANS (WITHOUT LIMITATION) THAT, IN CONNECTION WITH YOUR CLAIM, YOU AGREE THAT YOU WILL NOT SEEK, AND THAT YOU WILL NOT BE PERMITTED TO OBTAIN, ANY COURT OR OTH ER ACTION THAT MAY INTERFERE WITH OR PREVENT THE DEVELOPMENT OR EXPLOITATION OF THE SERVICES, CONTENT, UGC, PRODUCT, OR INTELLECTUAL PROPERTY OWNED, LICENSED, USED, OR CONTROLLED BY ANY BNED PARTY (INCLUDING YOUR LICENSED UGC) OR A LICENSOR OF ANY BARTLE BY PARTY.
- Governing Law . These Terms of Use and any applicable Additional Terms, General Disputes and IP Disputes, and any other claim brought by you against the BNED Parties or by BNED against you pursuant to this Section 9, or otherwise related to the Services, Content, Licensed Elements, UGC, products or BNED Intellectual Property, will be governed by, construed, and resolved in accordance with, the laws of the State of New York, U.S.A., without regard to its conflicts of law provisions that might apply the laws of another jurisdiction. This Section 9 shall be governed solely by the Federal Arbitration Act, 9 U.S.C. §1, et seq., and not by the law of any state, and is enforceable pursuant to its terms on a self-executing basis. You and BNED agree that we intend that this Section 9 satisfies the "writing" requirement of the Federal Arbitration Act. This Section 9 can only be amended by mutual agreement. Either party may seek enforcement of this Section 9 in any court of competent jurisdiction.
- Class Action Waiver . As permitted by applicable law, both you and BNED waive the right to bring any Dispute as a class, consolidated, representative, collective, or private attorney general action, or to participate in a class, consolidated, representative, collective, or private attorney general action regarding any Dispute brought by anyone else. Notwithstanding any provision in the JAMS Comprehensive Arbitration Rules and Procedures to the contrary, the arbitrator shall not have the authority or any jurisdiction to hear the arbitration as a class, consolidated, representative, or private attorney general action or to consolidate, join, or otherwise combine the Disputes of different persons into one proceeding. Notwithstanding the arbitration provision set forth above, if the provision regarding waiver of class, collective, representative, and private attorney general claims of this Section 9 is found to be void or otherwise unenforceable, any such class, collective, representative, or private attorney general claims must be heard and determined through an appropriate court proceeding, and not in arbitration.
- Jury Waiver . AS PERMITTED BY APPLICABLE LAW, THE PARTIES HEREBY WAIVE THEIR RIGHT TO JURY TRIAL WITH RESPECT TO ALL CLAIMS AND ISSUES ARISING UNDER, IN CONNECTION WITH, TOUCHING UPON OR RELATING TO THESE TERMS, THE BREACH THEREOF AND/OR THE SCOPE OF THE PROVISIONS OF THIS SECTION, WHETHER SOUNDING IN CONTRACT OR TORT, AND INCLUDING ANY CLAIM FOR FRAUDULENT INDUCEMENT THEREOF.
- Small Claims Matters . Notwithstanding the foregoing, either of us may bring qualifying claim of General Dispute (but not IP Disputes) in small claims court, subject to Section 9(f).
- Survival . The provisions of this Section 9 shall supersede any inconsistent provisions of any prior agreement between the parties. This Section 9 shall remain in full force and effect notwithstanding any termination of your use of the Services or these Terms of Use.
10. General Provisions.
- BNED’s Consent or Approval . As to any provision in these Terms of Use or any applicable Additional Terms that grants BNED a right of consent or approval, or permits BNED to exercise a right in its "sole discretion," BNED may exercise that right in its sole and absolute discretion. No BNED consent or approval may be deemed to have been granted by BNED without being in writing and signed by an officer of BNED.
- Indemnity . As permitted by applicable law, you agree to, and you hereby, defend (if requested by BNED), indemnify, and hold the BNED Parties harmless from and against any and all claims, damages, losses, costs, investigations, liabilities, judgments, fines, penalties, settlements, interest, and expenses (including attorneys’ fees) that directly or indirectly arise from or are related to any claim, suit, action, demand, or proceeding made or brought against any BNED Party, or on account of the investigation, defense, or settlement thereof, arising out of or in connection with: (i) your UGC; (ii) your use of the Services and your activities in connection with the Services; (iii) your breach or alleged breach of these Terms of Use or any applicable Additional Terms; (iv) your violation or alleged violation of any laws, rules, regulations, codes, statutes, ordinances, or orders of any governmental or quasi-governmental authorities in connection with your use of the Services or your activities in connection with the Services; (v) information or material transmitted through your Device, even if not submitted by you, that infringes, violates, or misappropriates any copyright, trademark, trade secret, trade dress, patent, publicity, privacy, or other right of any person or entity; (vi) any misrepresentation made by you; and (vii) the BNED Parties’ use of the information that you submit to us (including your UGC) subject to our Privacy Policy (all of the foregoing, "Claims and Losses"). You will cooperate as fully required by the BNED Parties in the defense of any Claims and Losses. Notwithstanding the foregoing, the BNED Parties retain the exclusive right to settle, compromise, and pay any and all Claims and Losses. The BNED Parties reserve the right to assume the exclusive defense and control of any Claims and Losses. You will not settle any Claims and Losses without, in each instance, the prior written consent of an officer of BNED. This section is not intended to limit any causes of action against us that you may have but are not waivable under applicable law.
- Operation of Services; Availability of Products and Services; International Issues . BNED controls and operates the Services from the U.S., and makes no representation that the Services is appropriate or available for use beyond the U.S. If you use the Services from other locations, you are doing so on your own initiative and responsible for compliance with applicable laws regarding your online conduct and acceptable content, if and to the extent laws apply.
- Export Controls. You are responsible for complying with all applicable trade regulations and laws both foreign and domestic. Except as authorized by U.S. law, you agree and warrant not to export or re-export the software to any county, or to any person, entity, or end-user subject to U.S. export controls or sanctions.
- Interpretation . Headings used in these Terms of Use are for reference only and shall not affect the meaning of any terms. "Including" means "including, without limitation." The singular includes the plural and vice versa. These Terms of Use, and the applicable Additional Terms, are binding upon each party and its successors and permitted assigns.
- Entire Agreement . Except for any Additional Terms that apply to your use of the Services as we may notify or make available to you, this is the entire understanding between you and us regarding the use of the Services, and supersedes all prior and contemporaneous agreements and understandings between you and us regarding this subject matter.
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Just like with pokemons, paper grader online free services have their own unique features. Choosing the right one can significantly increase your writing efficiency and skills. If you want your papers and essays to be amazing, you have to select our writing rater. Here are some features of it to back us up on this:
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One of the most popular searches among students is “grade my essay free”. It is not hard to understand scholars. Colleges from all over the world are now loading their pupils with absurd amounts of essays. Tens of research papers per studying year, writing all day long. And with all that pressure students are forced to maintain good grades. Essay topics never change, but they expect original thoughts from students. How is it fair? Let’s imagine a situation. I am a college student. Each day I wake up at 6 am and start writing. Finally, three hours of hard labor finally bore fruit – an essay. I can’t submit it straight away. I have to rate my essay online so I can fix all problems and resolve all issues. Only after I grade my college essay on a trusted website I can send it to my professor and be sure of getting a good grade.
Reasons to Use Our Grade My Paper Calculator
I can grade my paper free online! Yes! It finally happened! (We hope you don’t mind us continuing our monologue from the perspective of a student.) But why exactly would I use this particular website that grades papers?
- Three-in-one solution I can finally check what grade is my writing going to get, evaluate the readability of my essay, and grade my paper for plagiarism at the same time! It's like readability checker , plagiarism checker and writing checker in one paper grading tool.
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Use Student Essay Scorer Online to Improve Your Writing
Now you have found a perfect grader tool for free essay scoring. After you write something, just insert your final version into the box on our website that grades your essay. Based on received feedback and smart suggestions, you will be able to fix typing mistakes, spelling errors, increase the readability and quality of your work. The writing was never an easy thing to master, so any help will be greatly appreciated. Especially if that help comes at the right time and provides the right amount of information. This exact balance makes our tool so great. It does not overpower you with red markers and warning signs. It casually and friendly says “here are some of the mistakes I’ve noticed. Would you like to solve them?” Finally, you can stop looking for other ways to “score my essay”.
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Rate My Paper Free: Grade Any Type of Academic Writing
“Help me rate my writing! Please, rate my paper grammar!” That’s how one morning began for us a few years back. An email from a student, depicting the unjust reality of college academic writing. We saw it as an opportunity to help, so the development of a proficient online content checker began. After a number of sleepless hours connecting AI to machine learning, it was done. Finally, a beautiful unicorn. The one and only, friendlier one among paper raters. Now, our software is capable of proofreading, plagiarism and grammar checking, and formatting every type of written document there is. Any level of difficulty, fully automatic rating, available 24/7. Here are some short descriptions of our most popular grading tasks.
Automatic Essay Grading
Free essay review online is completely automatic now! No more need to press those prehistoric buttons, everything happens in the background. It happens so fast, that results will appear on the screen faster than you say “review my essay free please”. Advanced information technologies and algorithms are always ready to serve you. Essay evaluator online is free, easy to use, and yields fantastic results. It will show your weaknesses, and show smart suggestions on how to improve your writing. Isn’t that what every student wants? Clear and unobtrusive experience. Modern product to satisfy somewhat redundant needs and fit annoying requirements.
There is only one case when your won't need a paper grader. Academic works delivered by our college paper writing service are so great that you won;t need any essay rater.
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Thesis Grader
“I am a happy student now, my favorite thesis rater can now rate my thesis!” Those words we expect to hear from you on short notice. Your thesis is getting closer, and we hope you have started working on it already. If you have not, don’t wait for too long and hire an experienced thesis writer . Time is running out, as always. After you type the last letter, take some time to evaluate your thesis. Check for mistakes, spelling errors, assess plagiarism and readability. Fortunately, you now know just the right place to do it – StudyCrumb! Check it, improve it, and get your A+!
Who Can Use Our Essay Rater to Grade Papers
Who do you think uses our essay tester? Aliens? No! Average people, just like you. There are plenty of people who need their texts checked and corrected. Since it’s hard to find a part of modern life or profession where the writing of some sort is not involved, just about everyone uses it. Parents are using it as a school paper grader to help their kids. Teachers and professors use it as college essay grader. No modern education institution can live without essay or paper rating. However, it is necessary to discuss specifics, get to those details, look in every nook and cranny. Let’s have a glimpse at three main categories of our users.
Online Paper Grader for Students
Grading college papers is a pain for every student out there. But writing those papers is even worse. You have to come up with an idea, turn an idea into words, words into sentences, and so on. And even after you’re done, you have one more step – grading paper. You can ignore it, but how would you know your weaknesses? Please, use our grading papers calculator to check your essays so you could always get the best marks and stay on top!
Free Essay Grading Software for Teachers
Almost every teacher has a lot of essays to check, so essay grader for teachers free must change the game! No need to check them manually, just copy and paste a student's text to our website and get the instant score. Paper grader for teachers can become the main way of evaluating students. Also, a teacher can specify which service students should use so everyone will be on the same page when it comes to essay or paper quality.
Online Paper Rater for Writers
Writers rarely need to rate essay. Paper graders free are also not their choice. Writers need a powerful instrument that can evaluate on a far more complex level and provide deep insights, and the tool should account for that. However, we managed to tune our tool just about right so writers could use it for their needs without being slapped in the face with the truth. Now, thousands of writers check their texts here and improve them with our help.
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FAQ About Automatic Paper Grader
Some of you probably have some questions left regarding automated essay scoring online. Please, check these answers below:
1. Is your essay grader free?
We are a proud fully free website that grades essays. We strongly believe that every student must have the ability to grade and rate their essays before sending them. Our tools also serve another purpose – improving writing quality among teachers and scholars of universities and colleges.
2. Who can revise my paper for free?
Our paper grader for free will do it! Instead of employing editors and writers, we gave this job to intelligent machines. The quality is better, more tasks can be done simultaneously, and we manage to keep our tool absolutely and utterly free! Looking forward to working with you!
3. Do I need to register to grade my writing?
Fortunately, no registration is needed for online paper grader free. Your personal information stays personal. We don’t care who you are. All we care about is providing the highest quality proofreading and text rating at zero price. Just paste your essay and get instant results!
4. How to make my paper better?
After you get feedback from paper grading software, look at your weak spots. Determine main problems and try fixing them one at a time. To fix grammar, pay more attention to what you are reading online. For fixing plagiarism – rewrite your text or use our rewriter tool. You got the gist?
Guidelines for Grading An Essay
This exercise intends to take the mystery out of grading papers. It is true that many teachers and professors have their own “style” of grading. But all follow some general rules of thumb when they grade your papers.
A Good Essay
Every essay must contain three essential elements. First, the essay must provide a thesis statement (in the introductory paragraph). The thesis statement must encapsulate the main argument for the paper. It must be clear and coherent, and it must answer the question that the professor has put forth to the class. Second, the essay must offer supporting evidence. The writer must provide the supporting evidence in paragraph (not “bullet” or list) form. Each paragraph must contain evidence that supports one idea or concept that proves the thesis statement. The writer must provide citations (in footnote, endnote, or paranthetical form) for all evidence presented. Third, every essay must follow basic rules of format and grammar. Every paper must contain a beginning (introductory paragraph), a middle (several supporting paragraphs that comprise the body of the paper), and an end (concluding paragraph). Grammar is vital for essay composition. Sentence fragments, misspellings, and improper punctuation denote a carelessly-written and poorly-conceived paper. [1]
Here is an outline for the paragraph above:
A. Topic Sentence “Every essay must contain three essential elements.”
This is the main concept of the paragraph.
B. Thesis Statement
- clear and coherent
- answers the question
C. Supporting Evidence
- paragraph form
- evidence supports one concept that helps prove the thesis statement
- includes citations
D. Paper Format and Grammar
- paper includes a beginning, middle, and end
- Proper utilization of grammar, including punctuation, spelling, subject and verb usage.
Now you must play the part of the professor. Here is a standard guideline, adapted from several dependable sources (see footnote on previous page), that you must follow as you grade a fellow student’s paper.
Take a record of each item missing, and subtract the total number of points from 100 (a perfect score). Not all professors grade papers by deducting points in this fashion. But for classroom purposes, we will assign point values. I have devised these point values to show you the relative importance of the different elements of essay-writing.
Grading an Essay
A. Identify the Thesis Statement. Does this paper have a thesis statement? Does that thesis statement answer the question put forth in class by the professor? Is the thesis statement clear ? Do you understand it?
No thesis statement: -15
Thesis statement unrelated to question: -10
B. Supporting Evidence. Examine each paragraph for the information below.
- Identify the topic sentence for each paragraph. This topic sentence (usually the first or second sentence of the paragraph) should resemble a mini-thesis statement . It should contain one idea or concept. The rest of the paragraph must present the evidence that proves that topic sentence (one idea or concept.) Does each paragraph have a topic sentence? If not, -5 for each paragraph .
- Does each paragraph contain just one idea or concept? –5 for each paragraph that does not.
- Does this author use evidence to support his/her argument (thesis statement)? -5 for each paragraph that lacks evidence.
- Has the author provided citations for his/her evidence? -3 for each supporting paragraph that lacks a citation.
C. Examine the paper’s format and grammar.
- Does this paper have a beginning (introduction), a middle (body), and an end (conclusion)? If it does not have all three of these, -10
- Examine grammar. Circle every violation. –2 for every single violation . If you find more than 5 violations, -15.
a. Does this paper have proper punctuation?
b. Are words spelled correctly?
c. Does the author provide full and complete sentences? There should be no sentence fragments or run-on sentences.
d. Does this paper have consistent verb tense, voice, and third-person usage?
e. Are proper nouns capitalized?
At last, you must recommend a grade for this paper. On your notecard, write a one or two sentence statement that explains this paper’s argument. If this paper is so poorly organized, conceived, and written that you are unable to determine the main idea presented here by this author, then you must assign, automatically, a failing grade (F).
Otherwise, write your statement. Then, total the points and subtract from 100. Write this number on the note card, and then paper clip the note card to the paper. This is your recommended grade. Please include your name on the note card. Do not write your name on your fellow student’s paper.
Explanation of writing symbols on marked papers
Awk -- awkward: sentence is clumsy, difficult to read and comprehend.
frag – sentence fragment
w/c – word choice doesn’t express what you seem to mean
-- paragraph; or, you need to insert new paragraph
sp -- spelling error
cs -- comma splice
ro -- run-on sentence (2 independent clauses in 1 sentence without punctuation or conjunction)
rep. – repetitive
? -- in margin means passage is confusing or obscure; over word or phrase means I don’t understand its meaning.
p. – punctuation error
agr. -- agreement. Form of pronoun doesn’t agree with antecedent; verb form doesn’t agree with subject
vf -- incorrect verb form
-- capitalize
-- strike out
[1] For more information on writing essays, see Peter Charles Hoffer and William B. Stueck, Reading and Writing American History: An Introduction to the Historian’s Craft ; and William Strunk and E. B. White, Elements of Style . Other resources for writers include The Chicago Manual of Style : The Essential Guide for Writers, Editors, and Publishers (14th Edition) ; Marjorie E. Skillin and Robert Malcolm Gay, Words Into Type; and Kate L. Turabian, Student’s Guide for Writing College Papers .
Can I use ChatGPT to grade essays?
Any examples of this ? Is it possible ?
I had ChatGPT generating a short essay using the following prompt: "Please write a short essay on the technical, financial and political challenges of building a tunnel across the Atlantic ocean."
I copied the resulting essay and fed it back to ChatGPT preceded with the following prompt: Please give a grade from 0 to 100 to the following essay, accounting for the structure, soundness of arguments, coverage of the subject, and quality of writing:"
It gave itself 85% and provided a detailed explanation of the given grade.
Keep doing it with two tabs ("teacher" and "student") with the teacher giving the student tips on what to improve and the student trying to incorporate this into further drafts, and see whether the grade goes up!
Not really, but it can help try to make sense of poorly written ones. I've fed it student work and it's done a good job of pulling out details in its interpretation that I'd missed in the first pass. Still, the heavy lifting in assessing an essay needs to be human, for now.
Though essay writing as an academic exercise is likely to undergo an imminent, radical change.
Teachers want formulaic essays and ChatGPT is great at this. Maybe people will be implored to try different structures and such more often now.
I just tried it with a rubric. At first I was thrilled with the feedback, but it’s very inconsistent and I used several different essays.
"OK students, Do you want the grade from chatgpt or me?"
Can you use ChatGPT to provide a grade for an essay?
Will that grade be consistent or fair? Can it reasonably be used in a real-world academic context?
Actually AI would probably be more consistent than human graders…
No! Absolutely not. I have run so some tests on finding sources/ checking sources and it gets it wrong 95% of the time, cites journals that are about a completely different topic etc… comes to the wrong conclusion despite the body of research saying the opposite etc…
Please don’t ruin people’s futures by doing this, I’m begging you. Some (mature students) have put their whole lives (and finances) on the line to follow their dream and so need fair markers.
What would you be grading the essay on, grammar, accuracy of content or both? The reason I ask is because ChatGPT has terrible grammar and often spouts incorrect information. If you were to find a way to utilize ChatGPT as an automated grading machine I’d argue that this will likely result in many of inaccurate marks against your students essays.
There may also be some privacy /copyright issues there. Anything you write to chatgpt will stay there in openai's servers for the foreseeable future.
No, you can’t.
That's an interesting thought. I haven't tried anything like this. I am not sure if it would be reliable, but I would certainly give it a try. For science!
How the tables have turned.
Start training the prompt for your use case.
How? Would like to learn
Created a sample essay grader here, please check it out: https://trypromptly.com/s/3AHVOO
doesn't really work too well if you try to input other criteria, also, if you change the essay section to something that is actually original, it still takes off 2 points
How do I use this??
They already tried that and they concluded that chatgpt is reasonable good at grading those. Dont know why anyone here would answer your question with "no".
Because chat gtp gets research interpretations wrong the majority of the time annoyingly!
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Essay Grader
College students need to possess a number of skills to get the grades they need and desire in their courses. One skill that is essential for achieving good grades on the papers students write is the ability to write well. Some students have an innate ability to write things well and need little assistance. If you are one of those students who does great when it comes to the research aspect to some papers and essays, but the writing aspect leaves you struggling, you might need to check into an essay rater service .
Essay Submission
To help students and make things easier on teachers it is now possible to find an online essay grader . Students such as yourself can use this service to check your essay before you turn it in to your professor. By checking your essays prior to turning them in, you have the opportunity to make any necessary corrections. This makes the grading process on your teachers easier as well as helps improve your overall grade.
The Benefits of Using a Paper Grader Service
Before you learn the benefits of the service, you might be curious as to exactly how a paper rater functions. You do not just ask it, “ grade my paper ,” and expect it to come back with a letter grade on it. Here is an explanation on how the service works.
Using a paper checker is rather simple. The first thing that you need to do, obviously, is write your paper . You then follow the instructions to submit your paper into the rating software. Once submitted the rater will check for the standard mistakes found in college essays. During the proofreading process, there is an evaluation of your spelling and grammar. An additional item that may undergo analysis is your use of language in your essay as well as transitioning. Plagiarism is another item these essay-grading tools check for as copying someone else’s work without giving them credit is not an acceptable practice in college and the real world. After your essay is returned to you, take the necessary time required for editing your document. With all the corrections made it is ready for submission to your professor.
If you struggle with getting good grades on your papers and essays now there is help available. We cannot write the papers for you but if you ask our service to “ rate my essay ,” that is exactly what the essay grader can do for you. After using our grading service on your essay, you will know what changes you need to make to get the grade you hope to receive from your professor. Do not leave your grades to chance. Take the extra step to improve your grades by using an essay grading service.
Students About Essay Grading Tool
I got a grade 4 minutes after submitting my essay I’ve been workin on for days.Theres no way he read the blood sweat and tears I put into it — Bobbi-Jo Myers (@Bobbi_Jo_Ellen) 26 мая 2017 г.
I just had a 9th grader use the word “arnt” in their Final Essay… 🤔 — Haylea ✌️ (@HayleaNichole) 25 may 2017
I got an A- in my 1st college course!…i dropped out in 10th grade, and literally did every essay right before it was do… — All Day (@PR0S33D) 25 may 2017
@laurDIY Lol I’m working on an essay that I need to get a 90 on to get a 90 in the class but the teacher is a super hard grader! FML — 🍀Elizabeth💚 (@JSEforeverloved) 19 may 2017
I finally got an A On my English essay, y’all don’t know how hard I worked for my grade this semester — chelzilla (@AraceliDimpss) 24 may 2017
Literally how did I get the highest grade on my bio essay, I ain’t complainin’, just proud and surprised — tushy smacker (@RaRaMorelle) 26 may 2017
so portuondo is making us write an essay and i don’t even know wtf i’m writing. oh and rn i’m at a 90.8!welp…… there goes my grade 🤷🏼♀️ — Maria-Jesus Rojas (@mariajesusroja) 25 may 2017
My essay’s for my film class aren’t even that great but yet i still get a good grade for it so maybe i have a chance in chemistry — dirty dan (@dannymartinz99) 25 may 2017
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A Kibin grader will evaluate your paper based on our comprehensive rubric, which we developed with teachers' top concerns in mind: focus, content, organization, formatting, and grammar/mechanics.
Our goal isn't to tell you exactly how your teacher will grade your essay, but to provide you with a snapshot of your essay's overall quality. Knowing the strengths and weaknesses of your writing in advance gives you the opportunity to make informed changes or get more help -- before it's due.
Most high school or college-level essays, research papers, term papers, and similar documents are eligible for Kibin's free grading service. Your paper should:
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You may upload a document for grading once every 24 hours.
So what don't we accept? We do not offer free grading for creative writing, outlines, letters, business documents, multi-essay files, or documents with multiple authors. But don't worry -- we welcome you to submit these to our Essay Editing Service ! You'll get detailed feedback alongside comprehensive editing and proofreading from a vetted professional editor.
We take deadlines seriously, so we strive to return your feedback report within 48 hours -- often sooner.
After your paper is scored based on the rubric, your overall score is then translated into a letter grade. The grader will also share feedback on what the essay did well and where you can improve. We'll email your grade and feedback report to you as soon as your grader finishes.
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AI-Powered Free Paper Grader by PaperGraders.net
Try out the power of machine learning algorithms trained to check your writing online and make your essay better for free.
What Makes Our Free Online Essay Editor Stand Out?
- Unlike other websites that check essays, our tool is 100% free. You don't have to sign up and then receive dozens of spammy and annoying emails every week.
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How to Use The Paper Grader
- Activate the Paper Checker window by clicking on it with the pointer.
- Once the window is activated, copy and paste your essay and hit "Grade My Paper" button.
- It takes some time for our essay rater to get going and provide the feedback on your essay.
- Read the feedback carefully and apply it to your paper.
What Can Any Essay Reviser Tool Really Do and Why We Created It?
Many of you may be lulled into believing that AI can work wonders. Well, it can, but not always. Let me, as a professional with a degree in Computing Science, debunk some common myths about the AI. Everyone of you, to some extension, used or heard about such free online writing editor as Grammarly. Now, how many of you consider it to be a really powerful tool? I don't think that many. Highlighting some spelling/grammar mistakes and misplaced commas, this writing checker isn't capable of doing more and sophisticated job humans can.
When it comes to human language, not only all these essay fixers and essay chekers prove little help. Actually, the human language is so complex and tricky that few AI-powered tools find their way around it. Think of Google Translate or Amazon virtual assistant - Alexa. Though, they can perform some basic tasks, when it comes down to some serious task, they just fail.
Getting back to the questions why we created this free paper rater, I was doing some research on writer graders and free online proofreading apps, and was stunned by how many students write in Google such queries like "rate my essay" or "grade my paper for free". I tried, if not all of the paper raters, but quite many to fairly state they don't do what they promise.
Another common problem of students looking for "proofread my essay free" or "edit my essay for free online" is they fall victims of scammers who collect their essays and then resell them. I know numerous cases of students who used free online revision essay tools to find themselves accused of plagiarising. It happened because frauds collected and resold their papers to the third party and when the student turned their work in a week later, the plagiarism checker marked it as plagiarized.
The main reason why I created this free online essay checker was to sober you up and show you the bitter reality of all these fancy paper editors, and for you not to fall prey to a scammer, longing for stealing your paper.
Is There A Way Out of The Arisen Situation?
While the AI technologies are still in the butt, and you need somebody to fix your essay urgently. You can always turn to the help of professional essay editing and proofreading services. Such services provide editing/proofreading assistance for students in need. You may wonder how they work?
Coming to the US to study from Germany, I always struggled with getting an A for my papers, no matter how good my content was, grammar mistakes were constantly spoiling all the fun. Having used a dozen of online essay raters and writing checkers, and having no significant result. That's why a friend of mine suggested I should use online editing services.
Top Trusted Services
Why Online Paper Grader Services Can Be A Real Panacea For Good Grades?
- It's perfectly legal because you don't have anybody written a paper for you.
- You submit your paper for revision where a seasoned professional checks its compliance with the professor's instructions, writing mechanics, and style. After that you're provided with the feedback as to what to do to improve your paper.
- If you're short of time, you can actually request the service to apply all changes for you. You can look at your paper and see what a professional writer has done to your paper to make it better.
- We learn from our mistakes but if you don't have anybody to rate your paper, you can see your weak points and correct them until the professor gives you the disappointing C.
- You have more time and hassle-free life for other important things in your life like friends, family, and your crush.
- You progress every time your paper is graded and feedback provided.
- You don't have to worry that somebody steals your paper and hours or even days of hard work go down the drain.
- Synchronous Learning
- Asynchronous Learning
Google Docs: Grading Tips & Tricks
Google docs has made it possible for me to go paperless. The decision to remove paper from my life has been liberating! Whenever I train teachers, I share my enthusiasm for a paperless classroom. My cries of joy and excitement are sometimes met with grunts and skeptical looks. I’ve met several teachers using Google docs, who still collect hard copies of assignments and essays to grade by hand. They are concerned that grading online will take longer than grading by hand. I disagree.
I want to share three tips and tricks I’ve used to make grading digital writing more efficient than hand grading student work.
1. Set Your Own Preferences
Teachers can set specific preferences in their docs to tell the computer to automatically substitute one thing for another. If you have traditionally used symbols or abbreviations on your students’ papers, then you can do something similar in docs. Whenever I type the letters “awk” which stand for awkward phrasing, the computer automatically inserts the following: [note: awkward wording. rework for clarity.]
This screencast below will show you how to set your preferences!
2. Shortcuts Save Time
Keyboard shortcuts are such a simple way to expedite the grading process when teachers are editing and assessing work on a Google doc. They remove unnecessary steps which can interrupt a teacher’s flow when they are grading. Instead of leaving comments by highlighting text, clicking “Insert” and selecting “Comment,” I use option+command+m on my keyboard. It may seem like a small difference, but that adds up when a teacher has 50, 100 or 150 assignments to grade.
Mac shortcuts – click on the image to find more shortcuts!
PC shortcuts – click on the image to find more shortcuts!
Remember: You can simply click on any header at the top of your Google doc (File, Edit, View, Insert, etc.) and find the shortcuts available for the actions you repeat most when editing Google docs.
3. Make a Master List of Comments
Teachers spend a majority of their time writing the same comments on 75% of all student work. This is not an effective use of our time. Instead, I have started compiling master lists of comments. If I am grading summer assignments, I open up the master list of comments for that particular assignment. If I am grading an argument essay, I open up my master list of argument essay comments. I keep the master list open in a separate tab while I am providing feedback and simply copy and paste the comments onto the student documents as I grade. Of course, some comments are unique to each student, but I find the master list a huge help when grading large numbers of the same assignment.
This is a bit of a tangent, but I love to pair my comments with links to YouTube videos that explain a particular aspect of writing. If a student begins his/her essay without a hook strategy, I will remind them that they need to add a hook strategy but I also include a link to my video on how to write hook strategies. This provides students with the support they need to improve their work. When teachers include a link in a “Comment” it automatically becomes a hyperlink, which is handy for students.
If you find these strategies useful, stay tuned for a post on using Google forms for assessment! As always, if you have your own tips and tricks that work, please post a comment and share them. I love learning from other educators.
108 Responses
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Very helpful! Thanks!
That’s great to hear, Lindsey!
Do you know if there is a way to set preferences so whenever I type it is in a different color than the student is using?
Similar to using a red pen to grade work that was written in pencil.
I teach 4th grade and am new to google classroom and google docs so I want to keep it simple for my students.
Hi Christina,
There is no way to set it up so it automatically changes color in the preferences, BUT if you click “Suggesting” mode, then all your comments appear in another color. That’s how I do it!
Thank you so much for this post. I will return to it again and again. Wonderful resource.
You are so welcome, Jodie!
[…] “Google docs has made it possible for me to go paperless. The decision to remove paper from my life has been liberating! Whenever I train teachers, I share my enthusiasm for a paperless classroom. My cries of joy and excitement are sometimes met with grunts and skeptical looks. I’ve met several teachers using Google docs, who still collect hard copies of assignments and essays to grade by hand. They are concerned that grading online will take longer than grading by hand. I disagree. I want to share three tips and tricks I’ve used to make grading digital writing more efficient than hand grading student work.” To read further please click here: http://cluttered-record.flywheelsites.com/2013/08/google-docs-grading-tips-tricks/ […]
Love Google docs. I’m also addicted to using Doctopus in order to track all of the papers that come in from my students. It’s a script in GDocs that allows me to create personalized, properly named documents individually for each student with one step and also direct the submissions to a particular folder in my Google drive. Thanks for the inspiration to keep going, Catlin!
This sounds amazing. If you post directions on how to use it, please notify me!
Using audio comments like Learn.ly has been a huge timesaver
thanks for posting…i like the idea…
So great! 🙂 I also love to link to YouTube videos – especially Kevin’s grmr.me videos! Kids love those too!
I just signed up for WriterKEY and it is much more intuitive and less time demanding. Plus the data analytics, the alignment to the Common Core, and the Conference notes are all things that Google doesn’t do. You should check it out at http://www.writerkey.com
I have have to rely on free tools. It looks like WriterKEY is a paid for service.
I bought a personal copy of writerkey for myself at the end of last year. It was well worth it. Google docs didn’t really advance my teaching, it only took what i was doing manually and had me doing it online. This year, our school bought a school-wide license.
[…] Google Docs: Grading Tips & Tricks (catlintucker.com) […]
[…] Read the tips and tricks >> […]
Teachers had been asking about these topics this week. What great timing.
I seldom grade work now but I’m in a position to pass this kind of material on to others who do. Rest assured that your hints and ideas will be disseminated in Aotearoa New Zealand. Many thanks.
great tips..i will disseminate and share this with other colleague at my university
Great tips! Thanks for sharing!
Would you be interested in also sharing your “canned comments” documents? I’m just thinking of the old adage “no use in reinventing the wheel” when it’s already been done.
I’ve made my comments doc a “View only.” You can view it and go to “File”>”Make a copy” to save it in your Google drive. Just make sure you are signed into your Gmail, so the document has a place to save. Click here to view my comments doc.
I’m not sure how helpful this will be as it is my hodgepodge of comments, but I’m happy to share!
Thank you so much! I have been searching for a way to speed up my grading processes while reviewing 150 essays. The tips you share here, in the document shared, and in your other posts are incredibly helpful. I reallyaappreciate your willingness to collaborate, even online!
By the way, I teach at a Windsor High in CO! 🙂
Thanks so much, Catlin! I really appreciate your spirit of collaboration. I have learned many great things from your site that I look forward to implementing in my classroom.
By the way, I’m a teacher at a Windsor High School in CO! 🙂
Many thanks again! Anne
Thank you for the comment. How ironic about our school names! I’m thrilled that two teachers from Windsor High Schools (a couple states apart) can collaborate online.
I’m so glad to hear my blogs have been helpful!
[…] Google Docs: Grading Tips & Tricks | Catlin Tucker, Honors English Teacher Practical tips for grading online writing from a high school English teacher […]
I recently took your advice and had time in the computer lab where students shared their documents with me, and I could see what they were doing in real time. Loved it. However, now I have a 120 shared documents in my google drive with no sort of organization. And, I had problems finding students documents that had previously shared them. Any suggestions on organization? I can put them in folders in my drive, but I feel like there is a better way? Any suggestions? Thanks! I love the shortcuts, too.
Hi Shannon,
I actually don’t download or organize my students’ work in my Google drive. I create labels in my email, set my filters to automatically organize the documents shared with me, and open the documents straight from my email.
If you want to try to organize your documents in your Google drive, I would suggest trying Doctopus .
I love the filters and labels idea. Hadn’t even thought of it. Google has a great search tool as well that I have found very handy. Thanks, Catlin, for your great insights! I’ve really enjoyed your blog!
Hello I love this idea of filtering the emails. I am not sure exactly how to go about that. Do you have a tutorial of how you were able to do that. Do you require your students to put certain information in the subject.
Yes, I have all students name their documents the same way –> class name – last name – title of the assignment.
Click here to view a tutorial on setting up Gmail filters.
google classroom!!!!!
Google Classroom is amazing!!!
Thanks for this. I will be sharing this with some of my colleagues. Is there any way to set the preferences so the comments we insert into a student’s document appear in another color besides black?
No, I could not set the preference so the comments are a specific color or highlighted. I actually emailed Google about this.
Hi, thanks for the tips. Do you know of anyone using Google Scripts to macro comments into the students’ papers? I know you can make a side bar, and if there were buttons like “R/O” and “C/S” on that bar, it would be an easy way to paste explanations into students’ essays in docs. I used to do this very successfully with Word, but I’ll never go back after Docs!
I don’t know anyone doing this, but I am totally intrigued!
I will check this out. Thank you for posting this comment.
[…] were given Google Drive accounts. This breakthrough, along with knowledge gained from this blog post from Catlin Tucker and the availability of Purdue University’s Online Writing Lab (OWL), has […]
I just found your webpage. It is Great. I am helping an English teacher who is new to google docs. Is there a way to include a rubric with her doc so that she can comment as well as grade right in the students doc? Could you lead me to directions on doing this? Thanks very much! Susan Heffner
She can create a rubric with Google form. I grade my students essays on docs and complete a Google form rubric. Here’s a tutorial on starting a Google form.
My friend Lisa actually recorded this video recently about how to create a Google Form –> http://www.youtube.com/watch?v=QJFB8ZI9V3M
This is really wonderful – thank you for sharing!
[…] verbal comments stink. This all came about thanks to a great, a truly great pair of blog posts from Caitlin Tucker and . . . and . . . argh. I’m trying to write this in the moment and the gentleman’s […]
I wish the substitutions worked with the Comment feature – what a bummer! Did Google ever write you back about setting font/color preferences?
I took Catlin’s advice and created my own preferences in Google Docs to grade. (Thanks, Catlin. This was really helpful and timely.) One thing I noticed is that if I type in my shortcut ( frag= [fragment] ) while I am in the ‘suggestions’ mode on my student’s paper, [fragment] shows up on the paper in green every time. It is eye catching for the student and for me. Hope that helps. Happy grading! Amy
[…] to superficial grammatical errors. Catlin Tucker provides an excellent overview of how to make Google Docs text expansion do a lot of the heavy lifting of editing student work with traditional […]
Great ideas. Thanks! I just started using Google docs and your tips are very hepful. I was just playing around with setting preferences and accidentally discovered that after you type the shortcut you can just hit the spacebar instead of hitting enter to see the full text. I did not have to hit enter and then backspace to fix it.
Thank you for the comment, Christina!
I realized the same thing when I was grading. It’s more convenient to just press space bar as I work.
Glad to hear the tips were useful!
Catlin,thank you so much for your tips and tricks easing the process of student grading. Yes,Google docs and all other Google’s apps help a lot teachers saving time and transform class room activities and assignments into electronic -easy-manageable manner. Me,as a Eenglish and Business study educator, teaching to various age groups in three different educational institutions,without Google ,Dropbox,Flipboard,newly twitter release-medium.com and many alike, I would not be able successfully coping with the workload and staying tuned,Nearly 70% of my students use smart phones and/or tablets for educational purposes.Furthermore,I am partnering to an amazing local start up ,in its seeding phase,putting all needed into one place for schools, educators and students.In fact,this venture has enabled us rising student’s involvement into educational process and bringing upon great results. Being proud to mention,92% of our students continue their education to the university.50% enrol directly to second year at NBU and rest to various EU university,as most of to their first choices made. Robert Sarafov,Private School for Multimedia,Graphic Design and Animation,Sofia,Bulgaria
Thank you, Robert!
I’m so glad the tips were helpful. It sounds like you are successfully juggling quite a bit in your own work.
This is an incredibly helpful website. I am currently in a workshop that asks us to explore different edtech tools and when I saw the abbreviations for longer comments I quickly called over all the English teachers!
I saw that others had this questions, but I did not see a response. Did Google ever reply about changing the color of an inserted comment on the doc? I am afraid that my students won’t notice my comments when they reflect on their work unless it stands out.
No, I never received an email back from Google about this. At first, I spent time going over these comments to highlight them, but I realized that was too time consuming. Now, I like having the comments embedded in the text using brackets. I always have my students edit their work, and I am able to easily identify the papers that had not been thoroughly edited as many of the bracketed comments were still present. They have to pay close attention as they are editing to catch them. Most of those comments are about mechanical stuff and sentence structure. I identify larger issues with missing elements and underdeveloped analysis with the “comments” in the side margin.
[…] Google Docs: Grading Tips & Tricks | Catlin Tucker, Honors English Teacher […]
Would it be possible to get some copies of your masters lists of comments?
Scroll through the comments and I’ve included a link.
[…] http://cluttered-record.flywheelsites.com/2013/08/google-docs-grading-tips-tricks/ […]
Hi Catlin, Thanks for the post. Have a look at two scipts to further streamline your work, I think you’ll like these: – doctapus: helps organize and distribute your documents to students. ( http://www.youtube.com/watch?v=9yC1AzHMilU ) – goobric: create your own rubric, quickly grade and it adds to student documents and also can email out to students. ( http://www.youtube.com/watch?v=T_5Kx9j35YM )
Now my question and dream script… Do you or anyone out there know of a ‘canned comment’ script. If you have used Turn-it-in, they allow you to set up a nice set of comments to match criteria, etc. I would be sold on gdocs for grading all my work if this script existed. Any developers out there want to make us teachers very happy? please?
Cheers Peter
If you place your cursor where you want to type the shortcut, then click the text button and select a color the substitution will appear in the color you selected. Not the greatest solution, but for some students the color will make it easier to find what they need to correct.
[…] Google docs has made it possible for me to go paperless. The decision to remove paper from my life has been liberating! Whenever I train teachers, I share my enthusiasm for a paperless classroom. My cries of joy and excitement are sometimes met with grunts and skeptical looks. I've met several […]
So an old dog can learn new tricks! I am in the last 35 days of my teaching career (retiring after 29 years) and decided to have my students turn in their essays on Google drive (the last I will ever grade! Woohoo!). Even though I’ve had significant frustration with grading this way (I tend to be a paper/pen gal), I decided to give it one last try! Thank you so much for your pointers! I am actually excited to get to grading these essays to try out these new tools!…..Did I just say that?!!? Thank you!
Good for you, Theresa! I’m impressed you would take this on so close to retirement. It’s a testament to your desire to continue experimenting and learning. There is definitely a learning curve when grading online, but I’ve found it actually saves tons of time and allows more opportunities for me to provide formative feedback.
Enjoy your last month of school!
Hello! I began going paperless this year, and the time-saving tool of setting preferences has worked wonderfully. Although the remarks are inside parentheses which helps them stand out for the student, it would be FANTASTIC if the remarks could be automatically be generated in a different color or font. Do you know if this is possible? I know it would help students to locate the remarks more quickly.
Thanks so much!
I actually wrote Google about this very issue. I’m still waiting for my response (13 months and counting ;). For now, I have to be content with brackets. I actually like that it forces them to look at the text really closely when editing, but I agree a different font color or highlights would be nice.
Thank you for the great work you are doing! It is awesome to find a teacher so willing to collaborate and share ideas.
I have been using turnitin.com’s grading and commenting software because my previous school had a paid subscription, but at my new school I no longer have this and want to try using googledocs. The question I have is about sharing the comments with the kids so that they have a permanent record of their papers with comments. (Periodically throughout the school year, we will be going back and reflecting on previous papers, looking through comments, etc.) Is there a way to return the comments and edits to students in a way that is both easy for them to work with and revise but in a way that also retains the original comments? Or do you have any other recommendations about returning student work that has been submitted?
Thank you! Tom
When you are using Google docs, you can revisit any version of a student’s document. Just go to the document, click “File” and select “Revision history.” You can see every time someone has worked on the document. You can restore previous versions to see what has been changed, edited or revised.
If you click “Comments” in the upper right hand corner of the document, you can also view all the comments that have been made on the document even if they have been marked “Resolved.”
I also wrote a post about Google Workflows , which may help you decide on the best strategy for collecting students work using Google docs.
[…] My favorite part of this new change is that it highlights my in text comments in green. I’ve shared my trick for customizing preferences in Google documents to make grading faster in a previous blog titled “Google Docs: Grading Tips and Tricks.” […]
[…] Google docs has made it possible for me to go paperless. The decision to remove paper from my life has been liberating! Whenever I train teachers, I share my enthusiasm for a paperless classroom. […]
[…] months ago I wrote a blog titled “Google Docs: Grading Tips & Tricks” in which I shared some simple strategies for grading more quickly when working with Google […]
I love this. As a new Language Arts teacher, I think it would be very helpful to me if you could share your full list of comments. I think the ones I can see in your video are great and I’d like to see the rest.
If you look through the comments, Glenn, I’ve linked to my very messy doc 😉
I didn’t read ALL of the comments, so perhaps someone already said this…
If your students share their essay with you in the new “suggestions” mode, anything we write in-text (including the bracketed shortcut comments) will be automatically underlined in green. I didn’t realize this, so for their first essay, I told them they could share in any manner. Now that I realize it will underline it, I’m going to require them to only share their essays with me in suggestion mode.
Great point. Thanks for posting a comment, Lindsay!
Hi Catlin, I will be presenting these ideas to my teachers tomorrow. The L.A. department is my hardest sell. Wish me luck! Thanks for sharing them. Ben
You’re so welcome, Ben. I hope your presentation goes well!
Loved the idea of setting comments in preferences for grading my students work. It is working well for me. The only problem I’m trying to work around is avoiding letters or symbols that trigger a comment, especially when I am trying to create a document for an assignment or other purpose I might have. Any suggestions you have to avoid this pitfall would be appreciated. Thanks, Wendy
I ran into the same issue when I set up the question mark to mean “unclear – rework for clarity”. I ended up changing the shortcut to “unc” instead. The only way to troubleshoot this issue is to use letter combinations or phrases that make sense to you but that you don’t use in your everyday writing or work.
Good luck. Catlin
Same thing happened to me. I changed ? to ?? and first to fir. But otherwise, I use the shortcuts EVERY day. Thanks again!
Glad to hear it, Lindsay!
[…] Google Docs: Grading Tips & Tricks […]
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This is so helpful. Thank you so much!
You’re so welcome, Marissa!
What great ideas; I love the YouTube links to instructional videos! I use Screencastomatic to make screencasts as revision tutorials, but I never thought to link them directly into student papers! Simple but brilliant! Thank you Catlin.
You are so welcome, Sam!
I love not explaining the same concepts over and over. Pointing students who need more clarification back to the video is a huge time saver!
Take care. Catlin
Hi Catlin, I teach 6th grade and am new this year having taught 3rd grade for years. I like your template for writing, broken down into the sections they need to include. Do you know what I am referring too? How did you make this or where would I find this template. Thank you,
I have a collection of templates for each grade level in my newest book, Creatively Teach the Common Core Literacy Standards with Technology . I include links to Google documents online you can access and make a copy of to use with students. I also wrote a blog a while back presenting the format, which might be helpful. The trick is that at 6th grade they don’t need to follow the format my 9/10 students use, which is the example I use in my blog.
http://cluttered-record.flywheelsites.com/2013/08/common-core-teaching-argument-informational-paragraph-writing/
Enjoyed reading all the comments! I tried your preferences trick but inside the preference brackets I used all caps and it was easier for students to see. Your video on how to do a rubric in Forms did not really explain. I use forms for quizes and things that the video said but I still don’t get how to set it up as a Rubric. Any other ideas on rubrics so I can mark at the same time as reading assignments. I looked at Goobric but it was very complicated!
I’m so glad the comments were useful, Ann! Did you see this post –> http://cluttered-record.flywheelsites.com/2014/10/save-time-grading-with-doctopus-goobric/ ? It has a video that breaks Goobric down. It may be helpful.
Hi Catlin, I would love to see your post on Goobric as I am just starting to explore it. The link doesn’t seem to be working anymore. Do you have an updated link to the post that you might be able to share?
I don’t have a recent link to Goobric. I have not used it in years since Google Forms can function now as a quiz and automatically grade the students’ answers and provide a visual display of their data.
I’m a follower of your blog, and I’m reading your book Creatively Teach the Common Core Literacy Standards with Technology. It has helped me and my student writers tremendously. It contains a wealth of tools to help me support my middle school writers. I’m going to suggest it as a selection for my teacher PD summer reading book club. Thank you! I set preferences for common essay comments, as you advise, but I use these comments in suggested edits mode instead of directly within the student text. Comments added as suggested edits appear in green and are thus more visible to my writers without interfering with their actual text. If needed, I can further add personalized comments in the comment bubble that accompanies each suggested edit. After correction, suggested edits are also easier for the student to delete/clear away by simply clicking ‘x’ in the corner of the comments box attached to each suggested edit. Thank you again for all you do to support fellow teachers!
Thank you for the comment, Shari. I’m thrilled to hear you have enjoyed my newest book! I hope other teachers at your school find it useful if it is selected as a summer reading text.
I also use do all of my edits in suggesting mode so they appear in another color. I’ve been using system preference shortcuts for years and was thrilled when the suggesting mode feature was added. It makes the additions visually pop for students.
Thank you again for the kind words! Happy New Year!
How do you find page borders i google docs??
Hi MaryLynne,
Click “File” >”Page setup” to access page borders.
As a tip: if you’re afraid of your comment preferences being triggered when writing original comments, create triggers for symbols or words that you wouldn’t ever use normally.
For example, the word “context”, if it is set in your preferences to be substituted with a longer explanation, might accidentally trigger when you’re writing an original comment. But if you set “_context” as your trigger word, it will never accidentally go off, if you follow my reasoning.
Caitlin, I have played around a little with the preferences, and I think I found a way around the color coding. Set your keyboard to all caps; when you’re going to insert a pre-fabbed comment, insert two colons (::) as a signal a comment is coming, then use the keystroke you established in Preferences. The comment itself appears in all caps so students can detect it more easily. I suppose you could skip the colons, but I think they’re helpful.
Thanks for the tip, Sara!
Now that there is “Suggesting mode” anything I automatically enter with my preferences setting shows up in another color for students. The only thing I cannot change is the color of the font in the comments along the side of the document.
How do I get my eighth graders to each have their own google account? They’d each need a g-mail account, wouldn’t they? Does anyone have a document that they’ve used to ask parents’ permission to get kids to sign up for one? What else do I need to do before trying out all of these amazing ideas? Thanks so much!
I think I might have missed something. Does the video explain HOW TO SET UP the preferences in Google Docs? I see how to access them once they are created, but not how to actually create them. Thanks.
Click “Tools” at the top of any Gdoc in the account you want to create them. Select “Preferences” and you can add your own shortcuts.
You have literally saved me HOURS. Thank you!
I’m so glad, Lauren 😉
We all need more TIME!
This a good way to appreciate the teacher as they put their efforts to train students. UK dissertation Writers appreciates the teachers.
Good article. I love Google Docs for work.
[…] Google Docs: Grading Tips & Tricks. Google docs has made it possible for me to go paperless. The decision to remove paper from my life has been liberating! Whenever I train teachers, I share my enthusiasm for a paperless classroom. My cries of joy and excitement are sometimes met with grunts and skeptical looks. I’ve met several teachers using Google docs, who still collect hard copies of assignments and essays to grade by hand. They are concerned that grading online will take longer than grading by hand. […]
These are great tips! Is there a way to add a rubric on a student’s document so that I can grade right on their document?
If you use Google Classroom to share a document for this assignment with each of your students, you can insert a page break and include the rubric (copy and paste) at the bottom of the document. That way there is total transparency about how you are going to assess their work, which students can use as a guide, AND you can highlight where the student is at in terms of specific skills when you assess.
It might also be worth exploring Goobric, which is a Google Add-on that I used to use a few years ago to create rubrics attached to documents. I have not used it in a while since I do side-by-side assessments now, but it might be a cool option.
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The Beginner's Guide to Writing an Essay | Steps & Examples
An academic essay is a focused piece of writing that develops an idea or argument using evidence, analysis, and interpretation.
There are many types of essays you might write as a student. The content and length of an essay depends on your level, subject of study, and course requirements. However, most essays at university level are argumentative — they aim to persuade the reader of a particular position or perspective on a topic.
The essay writing process consists of three main stages:
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- Revision: Check the content, organization, grammar, spelling, and formatting of your essay.
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Essay writing process, preparation for writing an essay, writing the introduction, writing the main body, writing the conclusion, essay checklist, lecture slides, frequently asked questions about writing an essay.
The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay .
For example, if you’ve been assigned a five-paragraph expository essay for a high school class, you’ll probably spend the most time on the writing stage; for a college-level argumentative essay , on the other hand, you’ll need to spend more time researching your topic and developing an original argument before you start writing.
Before you start writing, you should make sure you have a clear idea of what you want to say and how you’re going to say it. There are a few key steps you can follow to make sure you’re prepared:
- Understand your assignment: What is the goal of this essay? What is the length and deadline of the assignment? Is there anything you need to clarify with your teacher or professor?
- Define a topic: If you’re allowed to choose your own topic , try to pick something that you already know a bit about and that will hold your interest.
- Do your research: Read primary and secondary sources and take notes to help you work out your position and angle on the topic. You’ll use these as evidence for your points.
- Come up with a thesis: The thesis is the central point or argument that you want to make. A clear thesis is essential for a focused essay—you should keep referring back to it as you write.
- Create an outline: Map out the rough structure of your essay in an outline . This makes it easier to start writing and keeps you on track as you go.
Once you’ve got a clear idea of what you want to discuss, in what order, and what evidence you’ll use, you’re ready to start writing.
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The introduction sets the tone for your essay. It should grab the reader’s interest and inform them of what to expect. The introduction generally comprises 10–20% of the text.
1. Hook your reader
The first sentence of the introduction should pique your reader’s interest and curiosity. This sentence is sometimes called the hook. It might be an intriguing question, a surprising fact, or a bold statement emphasizing the relevance of the topic.
Let’s say we’re writing an essay about the development of Braille (the raised-dot reading and writing system used by visually impaired people). Our hook can make a strong statement about the topic:
The invention of Braille was a major turning point in the history of disability.
2. Provide background on your topic
Next, it’s important to give context that will help your reader understand your argument. This might involve providing background information, giving an overview of important academic work or debates on the topic, and explaining difficult terms. Don’t provide too much detail in the introduction—you can elaborate in the body of your essay.
3. Present the thesis statement
Next, you should formulate your thesis statement— the central argument you’re going to make. The thesis statement provides focus and signals your position on the topic. It is usually one or two sentences long. The thesis statement for our essay on Braille could look like this:
As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness.
4. Map the structure
In longer essays, you can end the introduction by briefly describing what will be covered in each part of the essay. This guides the reader through your structure and gives a preview of how your argument will develop.
The invention of Braille marked a major turning point in the history of disability. The writing system of raised dots used by blind and visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.
Write your essay introduction
The body of your essay is where you make arguments supporting your thesis, provide evidence, and develop your ideas. Its purpose is to present, interpret, and analyze the information and sources you have gathered to support your argument.
Length of the body text
The length of the body depends on the type of essay. On average, the body comprises 60–80% of your essay. For a high school essay, this could be just three paragraphs, but for a graduate school essay of 6,000 words, the body could take up 8–10 pages.
Paragraph structure
To give your essay a clear structure , it is important to organize it into paragraphs . Each paragraph should be centered around one main point or idea.
That idea is introduced in a topic sentence . The topic sentence should generally lead on from the previous paragraph and introduce the point to be made in this paragraph. Transition words can be used to create clear connections between sentences.
After the topic sentence, present evidence such as data, examples, or quotes from relevant sources. Be sure to interpret and explain the evidence, and show how it helps develop your overall argument.
Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.
See the full essay example
The conclusion is the final paragraph of an essay. It should generally take up no more than 10–15% of the text . A strong essay conclusion :
- Returns to your thesis
- Ties together your main points
- Shows why your argument matters
A great conclusion should finish with a memorable or impactful sentence that leaves the reader with a strong final impression.
What not to include in a conclusion
To make your essay’s conclusion as strong as possible, there are a few things you should avoid. The most common mistakes are:
- Including new arguments or evidence
- Undermining your arguments (e.g. “This is just one approach of many”)
- Using concluding phrases like “To sum up…” or “In conclusion…”
Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.
Write your essay conclusion
Checklist: Essay
My essay follows the requirements of the assignment (topic and length ).
My introduction sparks the reader’s interest and provides any necessary background information on the topic.
My introduction contains a thesis statement that states the focus and position of the essay.
I use paragraphs to structure the essay.
I use topic sentences to introduce each paragraph.
Each paragraph has a single focus and a clear connection to the thesis statement.
I make clear transitions between paragraphs and ideas.
My conclusion doesn’t just repeat my points, but draws connections between arguments.
I don’t introduce new arguments or evidence in the conclusion.
I have given an in-text citation for every quote or piece of information I got from another source.
I have included a reference page at the end of my essay, listing full details of all my sources.
My citations and references are correctly formatted according to the required citation style .
My essay has an interesting and informative title.
I have followed all formatting guidelines (e.g. font, page numbers, line spacing).
Your essay meets all the most important requirements. Our editors can give it a final check to help you submit with confidence.
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An essay is a focused piece of writing that explains, argues, describes, or narrates.
In high school, you may have to write many different types of essays to develop your writing skills.
Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.
The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.
The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.
Your essay introduction should include three main things, in this order:
- An opening hook to catch the reader’s attention.
- Relevant background information that the reader needs to know.
- A thesis statement that presents your main point or argument.
The length of each part depends on the length and complexity of your essay .
A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.
The thesis statement is essential in any academic essay or research paper for two main reasons:
- It gives your writing direction and focus.
- It gives the reader a concise summary of your main point.
Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.
A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.
At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).
Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.
The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .
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Essay Structure
Writing an academic essay means fashioning a coherent set of ideas into an argument. Because essays are essentially linear—they offer one idea at a time—they must present their ideas in the order that makes most sense to a reader. Successfully structuring an essay means attending to a reader's logic.
The focus of such an essay predicts its structure. It dictates the information readers need to know and the order in which they need to receive it. Thus your essay's structure is necessarily unique to the main claim you're making. Although there are guidelines for constructing certain classic essay types (e.g., comparative analysis), there are no set formula.
Answering Questions: The Parts of an Essay
A typical essay contains many different kinds of information, often located in specialized parts or sections. Even short essays perform several different operations: introducing the argument, analyzing data, raising counterarguments, concluding. Introductions and conclusions have fixed places, but other parts don't. Counterargument, for example, may appear within a paragraph, as a free-standing section, as part of the beginning, or before the ending. Background material (historical context or biographical information, a summary of relevant theory or criticism, the definition of a key term) often appears at the beginning of the essay, between the introduction and the first analytical section, but might also appear near the beginning of the specific section to which it's relevant.
It's helpful to think of the different essay sections as answering a series of questions your reader might ask when encountering your thesis. (Readers should have questions. If they don't, your thesis is most likely simply an observation of fact, not an arguable claim.)
"What?" The first question to anticipate from a reader is "what": What evidence shows that the phenomenon described by your thesis is true? To answer the question you must examine your evidence, thus demonstrating the truth of your claim. This "what" or "demonstration" section comes early in the essay, often directly after the introduction. Since you're essentially reporting what you've observed, this is the part you might have most to say about when you first start writing. But be forewarned: it shouldn't take up much more than a third (often much less) of your finished essay. If it does, the essay will lack balance and may read as mere summary or description.
"How?" A reader will also want to know whether the claims of the thesis are true in all cases. The corresponding question is "how": How does the thesis stand up to the challenge of a counterargument? How does the introduction of new material—a new way of looking at the evidence, another set of sources—affect the claims you're making? Typically, an essay will include at least one "how" section. (Call it "complication" since you're responding to a reader's complicating questions.) This section usually comes after the "what," but keep in mind that an essay may complicate its argument several times depending on its length, and that counterargument alone may appear just about anywhere in an essay.
"Why?" Your reader will also want to know what's at stake in your claim: Why does your interpretation of a phenomenon matter to anyone beside you? This question addresses the larger implications of your thesis. It allows your readers to understand your essay within a larger context. In answering "why", your essay explains its own significance. Although you might gesture at this question in your introduction, the fullest answer to it properly belongs at your essay's end. If you leave it out, your readers will experience your essay as unfinished—or, worse, as pointless or insular.
Mapping an Essay
Structuring your essay according to a reader's logic means examining your thesis and anticipating what a reader needs to know, and in what sequence, in order to grasp and be convinced by your argument as it unfolds. The easiest way to do this is to map the essay's ideas via a written narrative. Such an account will give you a preliminary record of your ideas, and will allow you to remind yourself at every turn of the reader's needs in understanding your idea.
Essay maps ask you to predict where your reader will expect background information, counterargument, close analysis of a primary source, or a turn to secondary source material. Essay maps are not concerned with paragraphs so much as with sections of an essay. They anticipate the major argumentative moves you expect your essay to make. Try making your map like this:
- State your thesis in a sentence or two, then write another sentence saying why it's important to make that claim. Indicate, in other words, what a reader might learn by exploring the claim with you. Here you're anticipating your answer to the "why" question that you'll eventually flesh out in your conclusion.
- Begin your next sentence like this: "To be convinced by my claim, the first thing a reader needs to know is . . ." Then say why that's the first thing a reader needs to know, and name one or two items of evidence you think will make the case. This will start you off on answering the "what" question. (Alternately, you may find that the first thing your reader needs to know is some background information.)
- Begin each of the following sentences like this: "The next thing my reader needs to know is . . ." Once again, say why, and name some evidence. Continue until you've mapped out your essay.
Your map should naturally take you through some preliminary answers to the basic questions of what, how, and why. It is not a contract, though—the order in which the ideas appear is not a rigid one. Essay maps are flexible; they evolve with your ideas.
Signs of Trouble
A common structural flaw in college essays is the "walk-through" (also labeled "summary" or "description"). Walk-through essays follow the structure of their sources rather than establishing their own. Such essays generally have a descriptive thesis rather than an argumentative one. Be wary of paragraph openers that lead off with "time" words ("first," "next," "after," "then") or "listing" words ("also," "another," "in addition"). Although they don't always signal trouble, these paragraph openers often indicate that an essay's thesis and structure need work: they suggest that the essay simply reproduces the chronology of the source text (in the case of time words: first this happens, then that, and afterwards another thing . . . ) or simply lists example after example ("In addition, the use of color indicates another way that the painting differentiates between good and evil").
Copyright 2000, Elizabeth Abrams, for the Writing Center at Harvard University
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Check My Essay Grade: How To Rate Your Essay
Check My Essay Grade
Writing an essay should never be an end in itself. You have to perfect it through rating. Evaluating your essay makes sure it is 100% accurate and does not contain any deliberate errors.
A good essay should be void of plagiarism traces, bad sentence structures, and grammatical and spelling issues. All the essential aspects of a good essay should always be observed. Perfecting your essay before the submission is an important step that can make a huge difference.
How To Rate Your Essay
1. read through it.
Reading through the paper before submission enables you to get rid of all minor and major mistakes. If you rushed to finish the essay, you might skim it instead of doing a perfect revision.
Reading through needs time so that you can identify all mistakes.
Check for superb quality and ensure that the grammar, spelling, and tenses are all correct. Above all, if you have any citations and references, ensure they are accurate.
Perhaps having someone else read through your essay will be more helpful. Another person cannot skim through the essay and may be able to see smaller mistakes. Even though you are the one who wrote it, another friend reading your paper is in a better position to identify mistakes that you cannot see.
2. Ask an expert to rate
An expert has experience in proofreading and editing essays. Good experts have gone through different essays in all fields of study. This gives them a better advantage to spot all the mistakes that you cannot see.
Experts who specialize in college essays have previously taught students and some of them have even published their books on essay writing. As such, they are familiar with the styles, academic rules, and expectations of your professor. It puts them in a better position to evaluate and rate your essay.
Specialists can point out the various mistakes in terms of language use, proper citation, documentation, and general formatting of essays. If you obey all their observations, it gives you a better chance to submit a perfect essay.
3. Compare with Colleagues
Not all students are equal in academics. Others will be good at essays and have a deeper knowledge than you. Rightly so, comparing your essays with theirs can enable you to know if you are on the right track.
You can discuss with colleagues and find better ways of perfecting your essay.
4. Ask your tutor
Your school instructors are also in a better position to evaluate your essay.
This is the best person to give you directions by showing you the areas you have gone wrong in essay writing.
Make your teacher your best friend and your essay writing skills will improve.
5. Relate with Previously A-graded Essays
Getting bad feedback on your essay can be demoralizing but you have to take it as a learning point as you aim to perfect your skills. Just as you use old exam to revise and study.
If you compare your essay with the previous ones that received an A grade, you can know where you have gone wrong.
Essays that have been awarded an A grade are simply outstanding. They have a compelling thesis, coherent structure, a persuasive argument, and properly integrated evidence. There is a lot you can borrow from A-graded essays.
6. Compare with Instructions
As usual, essays come with different types of instructions from your tutor. A good way of rating your essay is to go through the instructions again and know where you did not follow what the tutor wants.
7. Compare with Model Essays
Most model essays do not require editing or polishing. They are simply strong essays with a clear structure that can help you in evaluating your essays. If you compare your essay to these models, you can acquire new ideas and improve your essay writing skills.
Model essays give you an idea of techniques you can use to write common essay topics.
Other Ways To Check The Quality Of Your Essay
Students and professors have never agreed on what constitutes a good essay. However, learning institutions set their standard on what they expect from you before they can give your essay a good grade.
As a serious student, it is paramount to check the quality of your essay before submission. The following are more ways of checking the quality:
Proofreading
Submitting an essay without proofreading is committing academic irresponsibility. Go through the essay several times to get rid of all mistakes.
Proofreading manually and using other software tools to perfect your essay.
Editing goes hand in hand with proofreading. Look out for all spelling, grammar, and sentence mistakes and make the necessary changes.
If you find it hard to point out your own mistakes, ask a friend to read your essay.
Using Grammarly
Grammarly is a perfect tool you can use to check the quality of your essay. It not only checks spelling and grammar mistakes in your essay but also identifies plagiarism errors.
After proofreading manually, use Grammarly to perfect your editing.
Do a Ruthless Comparison
Matching your essay with others is also a way of improving its quality. You will discover new styles of writing and presenting your arguments .
Through comparison, you can pick up new writing strategies and ideas that can improve your essay before you submit it.
How To Check Your Essay Grade
1. uploading a draft for the tutor to grade.
A draft will be good because the teacher will give you a rough grade before you make a final submission. This gives you a chance to make any necessary amendments that can help you achieve a higher grade.
2. Wait for Grading
Students are usually eager to know how the professor is going to rate their essays. What is important is the final grade your essay will get. You can wait for a grade from your professor but this needs patients because many essays are being evaluated.
Professors award each part of the essay a percentage. The thesis, evidence, analysis, and writing will determine your final grade.
3. Use Online Essay Graders
If you are not sure about the quality of your essay, you can use essay graders before submitting it to your tutor. Online essay graders can help you to point out the mistakes and help to improve your writing skills.
Some top-notch editors will review your paper and grade it.
4. Consulting your TA
A classroom assistant is a teaching aide who can also help you to check the grade of your essay. A teaching assistant provides a lot of support to teachers on different learning aspects and this includes essays.
Your TA can read your essay and tell you if it is an A grade or an F grade.
Importance Of Rating Your Essay Before Submitting It
It is demoralizing and frustrating to receive negative feedback after submitting your essay. Every student wants their essay to score a good grade.
Rating your essay before submission provides the perfect avenue for you to get rid of mistakes that can affect the grade. With proper editing and proofreading skills, the rating can be the game-changer that will give your essay an A grade.
When you rate your essay by seeking tutor advice, proofreading, or comparing with colleagues, you stand a chance to make it perfect. You can enhance your writing style and the coherence of the entire essay.
Rating an essay requires that you reread it and identify any significant issues. It makes it easy to evaluate the paragraph structure and the general organization of the essay.
After rating your essay, you can correct the minor mistakes which are likely to affect the grade. A good essay rating helps you get rid of inconsistency, punctuation errors, grammar mistakes, and all manners of redundancy.
In the end, you will submit a better essay to your professor with a high chance of getting good grades.
With over 10 years in academia and academic assistance, Alicia Smart is the epitome of excellence in the writing industry. She is our chief editor and in charge of the writing department at Grade Bees.
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10 Tips for Grading Essays Quickly and Efficiently
We’ve all been there. No one likes marking. But as a professor, it’s part of the job description. One of the draft titles of this post was even “How to Grade Essays Without Wanting to Commit Murder.” While there are some great guides on teaching the mechanics of grading available, there isn’t much useful advice on how to make grading easier apart from either having fewer assignments or providing less feedback. In the real world, neither one of these is very useful. But there are strategies that every instructor or professor can follow to make grading essays quicker and more efficient. Here are some of mine.
1) Have Faith in Yourself
One of the biggest problems I’ve faced and continue to face as an instructor is Imposter Syndrome, or the belief that I’ve somehow fooled everyone around me into believing that I am a knowledgeable and competent person. Grading is one area where Imposter Syndrome likes to rear its ugly head. You will have finished reading a paper and then start to doubt that you’ve given it an appropriate grade. Or you worry that your students will get mad at you for giving them a bad grade. Or you’ll worry that this paper will result in a grade dispute, and then real professors will review and judge your work and find you wanting. Resist these thoughts. Remember that you have the expertise and good judgement to evaluate essays. Do not second-guess yourself. Assign a grade, make your comments, and move on. Have faith that you have done your best.
2) Don’t Repeat Yourself
It’s very common in research essays to see that same mistake made more than once. This is particularly the case when it comes to footnotes and bibliographies, which are often filled with tiny mistakes. Don’t spend all your time correcting these mistakes. Fix it once, and explain what you did. If you see it again, circle it and write something like “see previous comment on…” If it’s a systematic problem, I’d then make a note to mention this problem in the comments and say that you’ve only corrected a couple of instances to give them an idea of how to do it properly. This is not high school, and it is not your job to find every single mistake on an essay and correct it. Instead, identify the problem, and give your student an opportunity to apply what they’ve learned. The same goes for grammar and spelling. If it’s a serious issue, I always recommend that students go see the Writing Centre. It’s not your job to teach them how to write (unless it’s a composition class, in which case, good luck!)
3) Create a Comment Bank
You’ll notice that after a while, you will repeat the same sentences over and over again. To save yourself from having to either remember what you said last time or type or to write the same sentence over and over again, create a Word document with your most common comments. This is sometimes referred to as a Comment Bank or a Teaching Toolbox. I will do a whole blog post on this in the near future, but it’s easy to get started. If you save your comments on your computer, read through them and copy and paste the most common into a new Word document. For example, one that I use a lot is “While I can see that you are trying to make an argument here, you spend too much time describing or summarizing your sources rather than analysing them. In general, you should avoid description as much as possible.” The time and frustration you will save is immeasurable
4) Create a Bibliographic Bank
Odds are you will receive several papers on a given topic. Once you’ve been marking for a while, you’ll notice that you keep recommending the same books or articles. Again, to save you from having to remember which sources you want to recommend and/or typing out the full references, create a Word document with a list of topics and some of the most important sources listed for each. This way you only do the research once, rather than a million times. This is also helpful if you want to evaluate whether your students have selected appropriate sources or have missed important ones. Your comps list can be a great starting point.
5) Make a Grading Conversion Chart
In general, most assignments require three different “grades”: a letter grade, a percentage, and a numeric grade (like 7 out of 10). They each have their own purposes, but the odds are you will need to convert between them. Even when working at one institution for many years, it can be hard to do this conversion in your head. Spend several years as a sessional at multiple universities with their own ideas about what each letter grade means, and the problem grows exponentially. My solution is is to use an Excel spreadsheet of grades. This is relative easy to create. Mine look like this:
It’s really easy to do. Each “out of” number has three columns. The first is a numeric grade. The second is that grade converted to a percentage (it’s easier to do with a formula, and then just do “fill down.”) The third column is the corresponding letter grade. You can fill these in manually, or you can use a formula.
Here’s mine, but make sure yours corresponds to your institution’s grading scheme! =IF(K19>=95%,”A+”,IF(K19>90%,”A”,IF(K19>=85%,”A “, IF(K19>=80%,”B+”, IF(K19>=75%,”B”,IF(K19>70%,”B-“, IF(K19>65%,”C+”,IF(K19>60%,”C”,IF(K19>55%,”C”, IF(K19>50%,”P”,IF(K19>0%,”NC”,)))))))))))
6) Mark in Batches
I like to run, and when you’re really tired and facing a long run, thinking of the time remaining in intervals makes it much easier. The same is true for marking. A stack of 100 essays seems insurmountable. So what I do is break that stack down into manageable groups, usually 3 or 5 essays, which is about an hour to an hour and a half of grading, depending on the length of the essay. I sit down, grade those essays, type the comments up, put the grades into my grading sheet, and then take a break of at least 45 minutes. This is part of the SMART goal system (Specific, Measurable, Attainable, Relevant, Time-bound). It really does help make the grading feel achievable while also ensuring that you are giving your mind a break every one in a while. Once you’ve finished your batch, either set them aside in a different location or put a tick or some kind of mark on them so you can easily tell that they are all finished.
7) When in Doubt, Roll Up
Many essays seem to fall in a valley between one grade and the next, like when you’re not sure if it’s a B- or a B. In these cases, I almost always roll up. This was advice that I got when I was a TA, and it stuck with me. Try to give your students the benefit of the doubt. Remember that university is hard. Many students take multiple classes and/or work while in school. If you are dealing with a paper on the borderline between one grade and the next, or your paper is within 1 to 2% of rolling to the next letter grade, then just bump the grade. It’s always better to err on the side of generosity. And giving someone a 69.5% instead of a 70% is just a bit of a dick move.
8) Don’t Waste Your Time
There will be essays that are so bad that they defy all explanation. Either there are no footnotes or bibliography, the essay is 3 pages when it was supposed to be 8, or the student just completely ignored your instructions. In other words, it’s obvious that the student just doesn’t care. Don’t waste your time commenting on these papers. If your student can’t be bothered to read the instructions, then you have no obligation to spend your precious time marking the paper. I usually place a comment to the effect of: “I would strongly recommend that you review the requirements for this assignment, which can be found on the Research Assignment Instructions sheet.” I find that this is firm, but fair. Save your energy for the students who really put effort into their papers, even when they don’t succeed.
9) If You Don’t Have Anything Nice to Say, Say Something Nice Anyways
Students are humans (though it’s easy to forget this sometimes…), and respond best to positive reinforcement. So try to find something good to say about the essay. Some suggestions, courtesy of my good friend Clare include: “Nice margins!” “Excellent choice of font!” On a more serious note, I usually go with something like “This is a great effort!” or “I can see that you are trying here!” I always use the positive-negative-positive sandwich. Put a positive comment, then a negative comment, and then another positive comment. This tends to motivate students to do better rather than just feel defeated. Remember, your job is to encourage students to learn, so make them feel like you are invested in their success.
Expert Tip: One variation on the positive-negative-positive sandwich comes courtesy of my friend Teva Vidal: “The “shit sandwich” is for kids who deserve detailed feedback but who just missed the mark: start off with the main strengths of what they wrote, then lay it on thick with what they screwed up, then end on a positive note in terms of how they can use what they’ve already got going for them to make it better in the future.
10) Try to find some joy in the work
You know how “Time flies when you’re having fun”? Well, this approach can help with marking. Try to have a sense of humour about the whole thing. There will be times when you become angry or frustrated because it seems like students are ignoring your instructions and therefore losing marks unnecessarily. Laughing this off will help. Some professors like to collect so-called “dumb” sentences and post them online. There are a number of ethical problems with that that I will not get into here. But I can and have shared them with my husband when I’m grading in the room with him. We can laugh together and I blow off steam (Saving your marriage through marking! I can see my husband laughing right now). I also like to mark with a bright pink pen, since it’s hard to get mad when you’re writing in pink ink.
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So those are my suggestions for making the grading of essays a little more pleasant. I think the most important takeaway is that it’s worth spending the time to create tools. For many years, I would waste time researching lists of sources, writing out the same comments, and using a calculator. But my time, and yours, is precious, so work smart, not hard (this is becoming something of a motto…). Any other tips for grading essays quickly and efficiently? Let me know in the comments below!
So You Want to be a Sessional
essays expert tip grading Sessional work smart not hard
November 18, 2017 at 7:59 am
Many thanks for this! Found it really useful while I’m grading my mid-terms 🙂 The comment about imposter syndrome resonated with me – I’m always second guessing if I should grade higher or lower, or leave it. Most times, I re-read the essay and see that my grading was actually fair first time around.
November 18, 2017 at 5:00 pm
Same here! I still struggle with this, and I’ve been teaching for nearly ten years! Glad I could help!
October 16, 2019 at 3:32 pm
Im a new tertiary level lecturer and I am finding marking the most insightful way to udnerstand how students think. Some of the papers I have marked recently have been indescribable, incomprehnsible and just mere reflections of what I am defining as ‘laziness’. To justify this definition I thought long and hard and finally realised that if it took me truck loads of hours to get it right on essay writing, and to Masters level thats a lot of assignments. So when I really feel confused I reflect back on my own learning experiences and use that as a secondary standard with the marking rubric the primary standard…I refuse to compromise my standards of learning just to enable a lazy student to maintain theirs.
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- Essay Types to Check
Online Essay Grader to Level up the Quality of Your Writing
What can you do with an online essay grader.
A professional-grade free essay grading online tool helps correct my essay online free of charge, which is very handy for the low-income professions, especially for the students. You can perform the following activities through a great essay revisor and grader.
GRAMMAR AND SPELLING CHECK
Proper use of grammar and the right spelling and punctuation help you enhance the quality of your thesis. A grammar checker for essay helps you find out the punctuation, spelling, grammar, sentence structure, and formatting mistakes and offers you guidelines and suggestions to correct those mistakes online.
IMPROVING QUALITY OF AN ESSAY
A quality essay correction online would help you improve numerous components of good writing such as spelling, formats, punctuations, paragraph structures, plagiarism, grammar. All these corrected by the essay checker and corrector free tool will add to improve the overall quality of the essay significantly.
EXCELLENT CONTENT PLAGIARISM CHECK
With the help of a great essay grader free online tool, you can check any kind of plagiarism in the content easily. This helps you make your writings plagiarism free and unique ones. Writing a unique essay is the key objective of any research paper as well as any other piece of content in numerous fields of education.
What Is Essay Grading?
A professional easy is characterized by the 3 core components – thesis statement, supportive arguments, and grammar and formatting rules. Your paper will not achieve good scores if any one of the above-mentioned features is missed. Let’s help you with how to level up your professional essay with the help of using an online essay grader for students and other professionals. Essay grading is a process of checking and awarding scores to the research work and writing skills of the researcher on its piece of writing. The process of checking for every field of science, art, and technology is a little bit different based on the requirements of that particular field but the core principle to grade my essay is the same. Grammar, spelling, plagiarism, and format of the report play a very vital role to rate my college essay perfectly.
Top 6 Features of Essay Checker and Grader
A powerful and automatic essay grader free tool whether it is a GRE essay grader or an SAT essay grader should have numerous features that help enhance the quality of an essay or a research thesis. The top 6 of those salient features are mentioned below.
CHECKS ALL TYPES OF PAPERS
A professional college essay grader should have capabilities of checking all types of papers such as business, scientific, social, engineering, economics, environment, and others. It should also support different niches of papers such as thesis, essay, dissertation, research paper, planning docs, and others.
SIMPLE INTERFACE
The interface of the online tools should be so simple and intuitive that any new user who wants to use the essay grader tool can do it without any third-party help. The website should be so attractive and simple to proofread my essay online without any difficulty.
EASY TO USE
The process of using an online grader and spelling checker should be so simple, intuitive, and straightforward. The terms of using the tool should not be so complex that people shy away from using it. Just a couple of steps should involve to revise essay online free of charge.
IMPROVEMENT SUGGESTIVE
Checking for mistakes is the first step, but correcting the mistake is a very important step. A learner may not have enough knowledge of correcting the mistakes independently. So, a good essay grader should offer corrective suggestions to fix my essay online free of any charges.
ROUND THE CLOCK AVAILABILITY
Any online tools should be always available without any interruption. The availability of service should be the core feature of a professional-level online essay grader. A 24×7 availability creates trust and user satisfaction in the users of the spell-checking tool.
POWERED BY AI
All modern platforms should be so supportive in terms of understanding the behavior of the user, nature of work, and objective of the tasks. This can only be achieved by using the power of Artificial Intelligence (AI) in the software tools. This capability helps in creating predictive help and reducing mistakes in the future.
The Process to Check Your Essay for Grammar Mistakes
The process of checking grammar and spelling mistakes in an online essay grader should be very short and simple. The main steps of an online essay checker are mentioned below.
1. COPY AND PASTE TEXT
A good interface of an online essay checker offers a paper checking field at a prominent place on the landing page for pasting the copied text. Almost, all essay checkers also offer options to upload the desired writing via the upload navigation button.
2. RUN PAPER GRADER TOOL
The second step of an online essay checker is to run the tool for spelling, grammar, and other mistakes in the desired essay. Normally, a click or hitting of the return button completes this step. The automatic tool checks the entire text in a very short period.
3. REVIEW & FIX MISTAKES
The third step of the essay checker tool is reviewing and fixing the mistakes. Every mistake is underlined in different colors. A big mistake is underlined with the red color and the colors for the other mistakes may vary from tool to tool. Click the underlined world, the suggestions for corrections appear. If you feel that as the right option, click to replace or you can make changes as per your own choice.
Why to Use an Online Essay Corrector?
Using an online essay corrector has become one of the major trends in the field of education during the past few years. A large number of online essay graders for schools, colleges, and other exams have emerged in the marketplace. You can choose one of the most popular and feature-rich essay checker tools and use them. Finding the right essay checker is a complex and tricky process, but once you choose the right tools for essay checkers, you make your essay checking work so simple, productive, and easy.
USING ONLINE ESSAY CHECKER
Take the following steps to avail the services of an online essay revisor tool: – Search through Google for a good essay checker tool – Short the most useful and feature-rich tool – Finalize the one to use for your essay correction – Create your account with the online grammar checker tool – Use the tools for free – Some tools offer advanced features for paid subscriptions. Choose the suitable price plan for paid essay grading advanced features – Enjoy the advanced features
TOP REASONS TO USE ONLINE ESSAY CHECKERS
There are numerous reasons for using a professional-grade online essay checker tool. A few very important ones are listed below: – Automated essay revisor tools save a lot of time as compared to manual checking of the same – Automated checking of mistakes has reduced chances of missing out on any fault – Offers a comprehensive solution consisting of finding grammatical, punctuation, spelling, plagiarism, and other mistakes in one single place – Helps to create a highly professional essay by providing numerous corrective suggestions – Many online spell checkers and essay correcting tools offer highly professional support and services to enhance the quality of work – Helps develop a plagiarism deterrence by catching the plagiarism instantly – It is free from any kind of bias or favoritism – The power of artificial intelligence helps you avoid future mistakes easily – Improves your writing and research skills by providing suggestions and new ideas
Types of Commonly Used Essays and Their Main Points to Check
The most commonly used categories of essays are classified into four major categories. Those four categories are defined in terms of the nature of the essay in a broader perspective. As many as 17 other subcategories within those four major categories have also been identified in the field of education. Those 4 major categories of essay writing are mentioned below.
NARRATIVE ESSAYS
– Telling the real-life experience in the form story – Should be very simple and easy to understand the story – Should be interesting to listen and learn from – Mostly they are written in the first-person narration – Involves a personal statement or conclusion at the end of the essay – In this type of essay, the facts are added from the writer’s perspective – A narrative essay should have a clear subject or character to write about – There should be a clear plot and all components of a story like a climax, resolution, action, etc. – This form of writing is applicable to both fiction and non-fiction writing
DESCRIPTIVE ESSAY
– This is very close to the narrative type of essay writing in which the core concept and understanding of the subject is achieved by the personal analysis and detailed observations – Choosing a subject should be a matter of personal interest to explore and observe it – A detailed personal observation for that particular subject is necessary for writing a descriptive essay – This essay should not be influenced by personal liking and disliking but should be purely based on the facts, impartial observations, and analysis. – Should include observations of all aspects related to the subject
EXPOSITORY ESSAYS
– In this type of essay writing, the writer does a very balanced analysis of the subject of the writing. – Different types of essays like contrast, comparative, and procedural essays also include in this category – The exploration and explanation of the subject should be based on the examples, statistics, and historical facts – This type of essay should be free from personal bias or feeling at all
PERSUASIVE ESSAYS
– Should be based on the objective of making the readers agree – The writer uses different ways to prove his point of view so that reader agrees with him/her – A professional persuasive essay should be based on the strong logic, facts, reasoning, and opinions generated by domain experts – Should be very clear and informative to accept
Why Choose Essay Fixer Online over Manual Checking?
There are many benefits to choose essay fixers online over manual checking of an essay. A few of those major benefits of using an online essay checker are listed below: – An online essay checking automatic tool offers you access to a large database for checking the plagiarism of your content. – Using an online spelling, grammar, and plagiarism checker is becoming a fundamental part of every modern writing – You can check the mistakes and flaws in your writing instantly without any help from your professor, teacher, or guide at all – It is a highly cost-efficient solution for all types of writers dealing in different fields of education, business, and technologies – Using online essay grading tools helps you learn and improve your writing skills for future projects extensively – It introduces your writing skills with the power of artificial intelligence to avoid major mistakes in the future – Helps you achieve better grades in different exams and business tasks
If you are looking for making your essay more professional and polished to perfection, try our online essay grader!
Online Essay Grader
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Grade My Essay
Grade My Essay is frequent question for all students. Very often students must create different types of custom papers. For instance, essays, book or movie reviews, research proposals, lab reports, thesis papers, dissertation, course works and others.
Writing Correct Paper
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Specific Help for Youth
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A student at every university, be it Institute of Technology or Carnegie Mellon, knows that getting excellent essay grades is essential for building and maintaining a good reputation. Grades are used to evaluate your knowledge, and if you get a great one, professors expect you’ll keep up and show the same results repeatedly. But we’re all humans with everyday problems, so maintaining high quality throughout the whole studying process isn’t that easy. If you worry about your writing and think it has too many flaws, calm your anxiety and get assistance from a professional essay grader.
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- RESEARCH PAPERS AND ESSAYS
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- States Ranked by Size & Population
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Summary Of Seventh Grade By Gary Soto
Comparing short stories 'seventh grade and melting pot'.
In “Seventh Grade” the internal conflict takes place inside of Victor’s mind. Throughout the story Victor’s dilemma is that he tries to impress a girl, but in the process, he pretends to be something he’s not. After French class Victor realized that he should not try to amaze someone by not being himself, but accepting his own feelings and being who he truly is. As a result, Victor sort
Summary Of Mother And Daughter By Gary Soto
“What could she do?” (Soto 3). We have all at some point or another been the victim of circumstance, whether we accept it or not. The short story “Mother and Daughter” by Gary Soto tells the story of an instance in which eighth grader, Yollie Moreno, is the victim of circumstance. Yollie is a smart, but innocent, young woman who lives with her impoverished mother. Mrs. Moreno and her daughter have a strong, loving relationship, however they have an altercation when Yollie wants a new dress for the school dance, but her mother cannot afford to do anything but dye one she already has. The dyed dress looks beautiful and new until it gets rained on, then it begins to drip dye, embarrassing Yollie in front of her classmates. This story shows a great
Against School John Taylor Gatto Summary
What is school really trying to do with our lives? The article “Against School” by John Taylor Gatto is an article that talks about the problem of schools and how the goals are not what they say they are. First. the author talks about how the school system creates boredom and what could be done to fix it. He then talks about how school is not needed in its required class times, what the schools say the goals are for the students, and where our school system originated from. Next, he talks about who helped create the system we use today, and what the goals are for the schools in 6 functions. Finally, he talked about how the schools teach students to perform certain tasks in the future, how mandatory schooling made students not think about what
Analyzing Victor's Character In The Story 'Seventh Grade'
In the story, “Seventh Grade, “ Victor, the main character, learns that with hard work and dedication you will reach your goal, through his embarrassing moments on his first day of seventh grade. In paragraph 24, Victor is asked a question and he answers Teresa, then all of the girls in his class giggled because they figured that Victor has a crush on Teresa. An example of this is, at one point in the text Victor had met up with an old friend he was doing a weird scowl thing he had seen models do, so later on Victor had tried it and a girl looked at him and actually noticed him so he said to himself in his head maybe it does work maybe it really does. When it was lunch it was like Victor was in a maze when he was looking for Teresa, when
Essay On The Call Of The Wild By Philip Malloy
Then, Miss Narwin asks the school district if they could allow her to attend a two-week workshop to make Miss Narwin’s teaching skills a lot better. This is because she feels that students these days have no passion on literature. Her funds got rejected and were given to the Marching band instead. In the other hand, Philip asks Coach Jamison if there is any way for him to make it into the track team and his response was to get extra credit from Miss Narwin, but he decides not to and later he never puts effort to Miss Narwin’s class or his grades.
Summary Of How To Read Literature Like A Professor For Kids By Thomas Foster
As Stated by the author of How to Read Literature Like a Professor For Kids, by Thomas Foster, authors use certain varieties of weather conditions in order to set a mood in the story that’s relevant to the scenario present. Foster explains this action as saying, “But an author doesn't have a quick shower of rain, or a flurry or snow, or a flood or a blizzard, for no reason at all (Foster, 59).” What the author is trying to remark is that authors don't put unnecessary weather unless it contributes to the plot or the mood, sometimes even using it as means of ivory. One example of weather being used in the movie clip from Toy Story is rain. The rain didn't start until Sid was just about the release a rocket outside with Buzz attached, which
Standardized Education In Charles Baxter's 'Gryphon'
As a fourth grader, Tommy’s morals and ethics are not fully developed, but readers can see that he values excitement and variety, which Miss Ferenczi provides. He defends her stories as fact in hopes that they are true and that the world is as fantastic as she makes it seem. He makes statements such as, “I had liked her. She was strange” (Baxter 138). The other fourth graders also enjoy Miss Ferenczi’s stories, which is seen through the way they pay very close attention to her. Throughout the story, the narrator makes statements such as, “There was not a sound in the classroom, except for Miss Ferenczi’s voice, and Donna DeShano’s coughing. No one even went to the bathroom” (Baxter 140). The children are interested and engaged in hearing what she has to say. The fourth graders value the idea that Miss Ferenczi is trying to impart: that learning can be fun and
Main Characters In Gary Soto's 'Growing Up'
In Gary Soto’s short story ‘Growing Up,” the main character, Maria, says, “‘I know, I know. You’ve said that a hundred times,’ she snapped.” Maria is acting ungrateful because she doesn’t want to go on vacation with her family and she is arguing with her father about it instead of being grateful for what she has. Being grateful is feeling or showing an appreciation of kindness and being thankful. In the story Maria argues with her father about not wanting to go on vacation with her family and claims that she is old enough to stay home by herself. Maria is trying to grow up too fast and she put her family to the side instead of being grateful. In this story, conflict, characterization, and symbolism all have an effect on the overall theme.
'Mystery Of The Suffocated Seventh Grader'
Rumors and assumptions are dangerous when it comes to keeping relationships. An example of the play “Mystery of the Suffocated Seventh Grader” is the game telephone.
Analysis Of The Short Story 'Marble Champ' By Gary Soto
In the short story “Marble Champ” by Gary Soto teaches us a lesson that if you work hard you will succeed. A scientist named Albert Einstein once said, “Life is like riding a bicycle. To keep your balance you must keep moving.”
Write your paragraph here. In the story Seventh Grade, by Gary Soto, the main character , Victor, embarrasses himself while trying to impress a girl. He learns, however, that he should just be himself. For example when the teacher asks for a noun an Victor says ‘Teresa.’ This also shows that Victor likes Teresa. This is important because he was willing to say it. Additionally, Victor embarrassed himself when the teacher asked if anyone new french and then he raised his hand, the teacher said can you give us an example then Victor tried to make noises that sound French to bluff bluff his way out. The teacher says can you speak up ‘la me vave me con le grandma’. The room was silent the class ended the
Seventh Grade by Gary Soto is a story about a guy named Victor who really wants to impress a girl named Teresa. The only thing is, he does wrong things to try and impress Teresa. He lies, scowls and bumps into Teresa. He is just being a bad guy, he would have confronted her rather than lying.
“Seventh Grade is a fictional short story by Gary Soto and its purpose is to entertain. This book “Seventh Grade” teaches young adults how they can search for their community and their place. “Seventh Grade” multiple languages such as French or Spanish. This book also uses third person limited narrative. An example of a simile from the book would be “It was confusing, like the inside of a watch”. A example of hyperbole would be: “Better yet, he wished he could start his life over.” An example of a metaphor from the book would be “A river of nervous sweat ran down his palms.” The author used different languages such as french like “Tres bien. Parlez-vous francais?” or “Le bateau est sur l’eau”. Gary Soto uses imagery in his sentences with many
In the story Seventh Grade by Gary Soto. I will be looking at the plot development in order to explain the story. By plot development, I say that the Exposition of the story in which it introduces the setting and characters and hints at the conflict. At the Rising action, the conflict unfolds and becomes more complicated and builds suspense. In the Climax which is often said to be the turning point or the most exciting moment in the story. At the Falling action, the main character begins to resolve the conflict and eases suspense and at the Resolution, the story offers an un-expected twist before the story ends and ties up loose ends in the story.
Summary Of 7th Grade By Gary Soto
In homeroom, Victor tried to talk to Teresa. On page 291, it says that Victor tried to wait for Teresa to leave then he would catch up and talk to her. In the paragraph on page 291, it shows that he likes her and wants to talk to her. On page 292, the sentence says, “As Teresa walked down the hall Victor admired how gracefully
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In the story Seventh Grade, by Gary Soto, the main character , Victor, embarrasses himself while trying to impress a girl. He learns, however, that he should just be himself. For example when the teacher asks for a noun an Victor says 'Teresa.'. This also shows that Victor likes Teresa. This is important because he was willing to say it.
8th Grade Goals. In my eighth grade year, there are some goals that I would like to set for myself. "A person who never made a mistake never tried anything new"- Albert Einstein. This quote tells about how you need to keep going and that it's okay to make mistakes. I know that in my last year at St.Andrews, I am going to make mistakes.