grade by essay

In a world where and often determine a student’s grade, what criteria does the writing teacher use to evaluate the work of his or her students? After all, with essay writing you cannot simply mark some answers correct and others incorrect and figure out a percentage. The good news is that

. The essay should have good and show the right level of . It should be organized, and the content should be appropriate and effective. Teachers also look at the overall effectiveness of the piece. When evaluating specific writing samples, you may also want to include other criteria for the essay based on material you have covered in class. You may choose to grade on the type of essay they have written and whether your students have followed the specific direction you gave. You may want to evaluate their use of information and whether they correctly presented the content material you taught. When you write your own rubric, you can evaluate anything you think is important when it comes to your students’ writing abilities. .

, and ) we will write a rubric to evaluate students’ essays. The most straightforward evaluation uses a four-point scale for each of the criteria. Taking the criteria one at a time, articulate what your expectations are for an , a and so on. Taking grammar as an example, an would be free of most grammatical errors appropriate for the student’s language learning level. A would have some mistakes but use generally good grammar. A would show frequent grammatical errors. A would show that the student did not have the grammatical knowledge appropriate for his language learning level. Taking these definitions, we now put them into the rubric.

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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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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What Is an Essay Grading Rubric & 11 Tools to Streamline Your Grading

Mastering essay writing is a crucial skill, and grading these essays can be challenging for teachers. That's where essay grading rubrics come into play. These tools for teachers provide a clear framework for assessing student work, making the process more efficient and fair. This blog explores the ins and outs of essay grading rubrics, how they benefit both teachers and students, and how they improve the overall learning process. Dive into this essential aspect of learning assessment if you're looking to streamline your grading process and provide valuable feedback to your students.

What Is an Essay Grading Rubric?

In simple terms, an Essay Grading Rubric is an assessment tool used by educators to evaluate and grade students' essays. A rubric breaks down the essay into various components or criteria that the student needs to fulfill to achieve a certain score. These criteria usually cover aspects like organization, content, language use, and mechanics. The rubric typically includes four performance levels - excellent, good, fair, and poor - to categorize the quality of the student's work. Each performance level comes with a set of descriptors that clearly define what is expected at that level. 

Components of an Essay Grading Rubric

1. criteria.

The criteria in an essay grading rubric outline the specific areas that a student's essay will be assessed on. These criteria vary depending on the teacher's goals for the assignment. They may include elements like thesis statement, organization, supporting evidence, analysis, language use, and mechanics. Each criterion is usually given a numerical value that corresponds to a specific performance level.

2. Performance Levels

Performance levels, or grading scales , provide a framework for evaluating student work in a rubric. These levels are often labeled with phrases like "excellent," "good," "fair," and "poor." By associating these levels with numerical scores, educators can assign a grade to a student's essay based on where their performance falls on the scale.

3. Descriptors

Descriptors are the detailed explanations that accompany each performance level. They give students a clear understanding of what is expected at each level of performance. For example, a rubric might state that an "excellent" analysis has a clear and insightful interpretation of the text, while a "fair" analysis may lack depth or be unclear. Essay grading rubrics help teachers evaluate student work objectively and transparently. They break down the grading process into manageable components and provide students with clear expectations for their assignments.

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Types of Essay Grading Rubrics

An analytic rubric breaks down all the components of a project, presentation, or essay into different criteria. Each criterion is scored individually, which can be helpful for providing detailed feedback on specific areas of strength or weakness. While it may be more time-consuming to create and use than a holistic rubric, an analytic rubric allows for each criterion to be weighted to reflect its relative importance. It may require more work for instructors to write feedback for each criterion, but it can help provide students with specific areas for improvement.  On the other hand, a holistic rubric includes all the criteria to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score. Holistic rubrics may save grader time by minimizing the number of evaluations to be made for each student, but they provide less specific feedback than analytic rubrics.

General vs. Task-Specific Essay Grading Rubric

The use of general versus task-specific rubrics depends on the learning objectives and the assessment task. General rubrics are typically used for broad assessments where the criteria can be applied to a wide variety of tasks. In contrast, task-specific rubrics are tailored to the requirements of a particular performance task or an outcome. General rubrics can be used efficiently across a wide range of assignments, providing consistency in evaluation.  They can serve as a guide for what is expected of students without overwhelming them with overly specific criteria. On the other hand, task-specific rubrics are designed to assess a particular task or performance outcome, providing detailed guidelines and expectations for the students. Task-specific rubrics can provide targeted feedback that helps students understand their strengths and areas for improvement in relation to a specific task or learning objective.

6 Benefits of Using an Essay Grading Rubric

Rubrics are essential tools for grading essays. They bring a level of objectivity and fairness that is hard to achieve with other grading methods. Rubrics serve as a guide for what teachers are looking for in the student’s work. This eliminates potential bias from teachers, creating a standard that every student’s work is measured against.  The rubric can also help teachers move quicker through grading essays as they can simply refer to the guide when grading and awarding points. Rubrics can provide a level of transparency for students. This means they understand why they received the grade they did and what could have been done better. In the end, rubrics can save time and ensure more accurate grading for teachers while providing a clear roadmap for students to follow to help them achieve a better grade. 

1. Students know what is expected.

Rubrics outline what students are expected to learn from a particular assignment. They highlight the knowledge, skills, and attitudes students should gain from their work. This means that students know what they need to do to get the grade they desire. They can check off each item as they demonstrate their understanding of the concepts across the rubric.

2. Students see that learning is about gaining specific knowledge, skills, and attitudes

Rubrics can be an essential tool in helping students to understand concepts. Instead of seeing the grade as an endpoint, rubrics can be an opportunity for students to see what they have learned and accomplished. This can be a motivating factor for students to do better in school.

3. Students may self-assess to reflect on their learning

Rubrics can be an essential tool for students , not just teachers. Students can use the rubric to assess themselves and get an idea of what they need to work on. This can help students work on the areas where they need improvement and can be a powerful tool for self-improvement.

4. Teachers and students are clear on what is being assessed

Rubrics are an essential tool for teachers as well. Teachers can use the rubric to let students know what is expected of them. Rubrics make it clear what the teacher is looking for in the student’s work, making it easier for teachers to assess work. 

5. Teachers may consistently assess student work without having to re-write similar comments

Rubrics make it easier for teachers to assess student work. Instead of having to write the same comments over and over, teachers can use the rubric to quickly assess students’ work. This can save teachers time and frustration and make it easier to provide feedback to students.

6. Teachers with high marking loads save considerable time

Rubrics can be a powerful tool for saving teachers time. Instead of having to spend hours grading individual assignments, teachers can use the rubric to quickly assess student work. This can save teachers hours of work and frustration and can make it easier for teachers to assess student work.

Essay Grading Efficiency with EssayGrader's AI Platform

EssayGrader is the most accurate AI grading platform trusted by 30,000+ educators worldwide. On average it takes a teacher 10 minutes to grade a single essay, with EssayGrader that time is cut down to 30 seconds That's a 95% reduction in the time it takes to grade an essay, with the same results.  With EssayGrader, Teachers can:

• Replicate their grading rubrics (so AI doesn't have to do the guesswork to set the grading criteria)
• Setup fully custom rubrics
• Grade essays by class
• Bulk upload of essays
• Use our AI detector to catch essays written by AI
• Summarize essays with our Essay summarizer 

Primary school, high school, and even college professors grade their students' essays with the help of our AI tool. Over half a million essays were graded by 30,000+ teachers on our platform. Save 95% of your time for grading school work with our tool to get high-quality, specific and accurate writing feedback for essays in seconds.  ‍ Get started for free today!

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How to Design a Grading Rubric

1. Analyze the assignment

When creating a rubric from scratch, the first step is to thoroughly analyze the assignment you are grading. What are the main objectives of the assignment? What do you want your students to demonstrate through their work? Are there different smaller tasks within the assignment that need to be evaluated separately? By considering these questions, you can better determine the criteria and performance levels to include in your rubric.

2. Decide what kind of rubric you will use

There are various types of rubrics to choose from, including holistic, analytic/descriptive, and single-point rubrics. Deciding which type best suits your assessment will help you structure your grading criteria effectively. Holistic rubrics assess overall performance, analytic/descriptive rubrics break down performance into specific criteria, and single-point rubrics focus on proficiency levels.

3. Look for templates and examples 

Before creating your rubric from scratch, it can be helpful to look for templates or examples online. These resources can give you a starting point and help you align your rubric with the assignment's expectations and learning objectives. Collaborating with colleagues or asking students for input can also provide valuable insights.

4. Define the assignment criteria

Next, define the specific criteria you will use to evaluate the assignment. These criteria should align with the learning objectives and expectations of the assignment. Collaborating with colleagues, teaching assistants, and students can help you brainstorm effective grading criteria and ensure they are precise and unambiguous.

5. Design the rating scale

Consider the number of levels you want to include in your rating scale and whether you will use numbers or descriptive labels. The rating scale should provide a clear assessment of student performance and align with the assignment requirements. Ensure the rubric is organized logically and comprehensible to students.

6. Write descriptions for each level of the rating scale

For each level of the rating scale, provide clear descriptions of what constitutes performance at that level. These descriptions should be observable and measurable, using parallel language across the scale. Consider what distinguishes each level of performance and how it aligns with the assignment's expectations.

7. Create your rubric

Once you have established the criteria and rating scale, create your rubric in a table or spreadsheet format. Online tools can assist in creating a rubric, but you will likely need to transfer the details to your grading platform manually. Ensure the rubric is clear and accessible to students.

8. Pilot-test your rubric

Before using your rubric to grade actual student work, pilot-test it with colleagues, teaching assistants, and students. Collect feedback on the rubric's effectiveness and make necessary revisions based on the results. Piloting the rubric can help ensure it aligns with the assignment objectives and provides valuable feedback to students.

11 Best AI Essay Grading Rubrics Platforms

1. EssayGrader

EssayGrader is an exceptional tool that streamlines the grading process for educators. Through AI technology, this platform significantly reduces the time taken to grade essays while maintaining high accuracy. It allows teachers to replicate their grading rubrics and provides the flexibility of setting custom rubrics. Educators can:

• Upload essays in bulk
• Detect AI-written essays
• Summarize essays efficiently

With over half a million essays graded by 30,000+ teachers, EssayGrader is a reliable tool for grading essays across different educational levels.

2. Gradescope

Gradescope stands out as one of the best AI graders, offering a sophisticated platform for automated essay evaluation. It allows for quick and accurate grading , customizable rubrics, and insightful analytics to identify common misconceptions among students. This tool enhances the efficiency and effectiveness of the grading process.

3. Turnitin

Renowned for its plagiarism detection capabilities, Turnitin extends its functionality to include AI essay grading. By leveraging AI technology, Turnitin ensures academic integrity, enhances originality, and offers in-depth feedback on writing quality. This tool supports the automated grading of various writing formats, making the assessment process more efficient.

4. PaperRater

PaperRater utilizes AI for consistent and unbiased grading across various subjects. It provides immediate feedback essential for large-scale online courses and improves scalability. With this tool, educators can ensure fair and efficient grading processes.

5. AI For Teachers

Known for offering free AI graders and tools for teachers, AI For Teachers provides an opportunity to leverage AI technology effortlessly. It comes with personalized rubrics, easy-to-use AI graders, and reliable customer support. This tool enhances the grading experience for educators.

6. Canvas SpeedGrader

Integrated within the Canvas Learning Management System, SpeedGrader utilizes AI for efficient and seamless essay grading. It offers a streamlined workflow, multimedia feedback options, and collaborative grading among educators. This tool enhances the grading experience within the Canvas platform.

7. CoGrader

CoGrader simplifies grading by integrating seamlessly with Google Classroom for easy import and export of assignments. It provides instant feedback on assignments, automates grading, reduces time spent, and ensures fairness by removing biases. This tool enhances the efficiency and accuracy of the grading process.

8. AI For Teachers

For ChatGPT Plus users, AI For Teachers offers free access to exceptional value without additional cost. By integrating ChatGPT capabilities, educators can create interactive learning experiences and tailor AI bots for specific classroom needs. This tool enhances student engagement and learning outcomes.

Smodin offers AI-powered writing assistance tools for rewriting, plagiarism detection, summarizing, and AI writing. With multilingual support and integration with various useful tools, Smodin caters to students, teachers, and content creators. This tool enhances writing and grading processes across different languages.

10. GradeCam

GradeCam facilitates quick scanning and grading of paper tests, providing timely feedback crucial for students' learning adjustments. It offers analytics tools that give insights into student progress and areas for improvement, supporting data-driven instructional decisions. This tool enhances the grading process and student feedback.

11. SnapGrader

SnapGrader enables teachers to quickly digitize paper tests and quizzes, eliminating manual data entry. It provides instant feedback to students, offers insights into grading accuracy and consistency, and supports various question formats. With SnapGrader, educators can efficiently assess student performance and provide timely feedback to enhance learning.

How to Choose the Best Essay Grading Rubric

Adaptability

When choosing a rubric for grading essays, it's vital to consider its adaptability. You want a rubric that can easily cater to different types of assignments and essays. Flexibility is key, especially if you assess an array of genres or topics. Being able to customize the rubric to suit the specific needs of your students and course objectives is imperative .

Accuracy and Specificity

The rubric you choose must accurately assess the essays. It should provide specific feedback on grammar, coherence, clarity, and writing style errors. Detailed error reports should be generated, highlighting the mistakes made by students. This specific feedback is crucial as it allows you to provide targeted feedback to help students improve their writing skills.

Ease of Use

You need a rubric that is not only accurate but also user-friendly. The rubric should be intuitive and easy to navigate. A clutter-free interface ensures that grading is efficient and that you can focus on providing valuable feedback to your students.

Bulk Uploading

If you are handling numerous essays, consider a rubric that allows for bulk uploading. This feature streamlines the grading process by enabling you to evaluate an entire class's worth of essays at once. This can be a huge time-saver and helps maintain consistency in grading.

Improvement Suggestions

Look for a rubric that does not just identify errors but also offers suggestions for improvement. Constructive feedback is crucial in helping students enhance their writing skills. A rubric that not only points out mistakes but also provides insights on how to rectify those mistakes can be incredibly beneficial.

Alignment with Traditional Rubrics

If you have been using traditional rubrics, ensure that the AI rubric aligns with your existing grading practices. You should have the flexibility to create custom rubrics based on your preferred criteria. This ensures that the rubric meets the specific needs of your course and students.

Integration

Select AI grading tools that seamlessly integrate with existing Learning Management Systems. This integration fosters efficiency in your overall workflow and helps streamline the grading process. A rubric that easily integrates with your existing systems can save you time and effort in managing assignments and grading student work.

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Save Time While Grading Schoolwork — Join 30,000+ Educators Worldwide & Use EssayGrader AI, The Original AI Essay Grader

EssayGrader is an innovative AI grading platform designed to transform the way educators grade essays. By leveraging cutting-edge technology, we help teachers save time and provide accurate and effective feedback to students. With the power of AI, EssayGrader offers several key features that make the grading process more efficient and precise.

Replication of Grading Rubrics

Our platform allows educators to replicate their grading rubrics, ensuring that AI accurately assesses essays based on the established criteria. This feature eliminates guesswork and guarantees consistent and fair grading for all students.

Custom Rubrics

EssayGrader enables teachers to create fully customized rubrics tailored to their specific requirements. This flexibility allows educators to adapt the grading criteria to the unique needs of their classes and assignments.

Bulk Upload and Class-based Grading

Teachers can streamline the grading process by uploading multiple essays in bulk and grading them by class. This functionality simplifies the workflow for educators who need to assess numerous essays efficiently.

AI Detector

EssayGrader includes an AI detector that can identify essays generated by AI programs. This feature helps maintain academic integrity by flagging essays that may not reflect authentic student work.

Essay Summarizer

Our platform offers an essay summarizer tool that condenses essays into concise summaries. This feature enables educators to quickly grasp the main points of an essay and provide targeted feedback to students. Educators around the world trust EssayGrader to enhance their grading processes and provide valuable feedback to students. By leveraging AI technology, our platform empowers teachers to save time, improve grading accuracy, and deliver high-quality feedback to support student learning and growth. Join the thousands of educators who have already embraced this innovative tool and experience the benefits of efficient and effective essay grading with EssayGrader .

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How to Write Top-Graded Essays in English

• 5-minute read
• 7th December 2022

Writing English papers and essays can be challenging at first, but with the right tools, knowledge, and resources, you can improve your writing skills. In this article, you’ll get some tips and tricks on how to write a top-graded essay in English.

Have you heard the saying “practice makes perfect”? Well, it’s wrong. Practice does make improvement, though. Whether you’re taking an English composition class, studying for the IELTS or TOEFL , or preparing to study abroad, you can always find new ways to practice writing in English.

If you practice on a daily basis, you’ll be exercising the skills you know while challenging yourself to learn even more. There are many ways you can practice writing in English daily:

• Keep a daily journal.
• Write practice essays.
• Do creative writing exercises .

Read in English

The best way to improve your writing is to read English books, news articles, essays, and other media. By reading the writing of other authors (whether they’re native or non-native speakers), you’re exposing yourself to different writing styles and learning new vocabulary. Be sure to take notes when you’re reading so you can write down things you don’t know (e.g., new words or phrases) or sentences or phrases you like.

For example, maybe you need to write a paper related to climate change. By reading news articles or research papers on this topic, you can learn relevant vocabulary and knowledge you can use in your essay.

FluentU has a great article with a list of 20 classic books you can read in English for free.

Immerse Yourself in English

If you don’t live in an English-speaking country, you may be thinking, “How can I immerse myself in English?” There are many ways to overcome this challenge. The following strategies are especially useful if you plan to study or travel abroad:

• Follow YouTube channels that focus on learning English or that have English speakers.
• Use social media to follow English-speaking accounts you are interested in.
• Watch movies and TV shows in English or use English subtitles when watching your favorite shows.
• Participate in your English club or salon at school to get more practice.
• Become an English tutor at a local school (teaching others is the best way to learn).

By constantly exposing yourself to English, you will improve your writing and speaking skills.

Visit Your Writing Center

If you’re enrolled at a university, you most likely have a free writing center you can use if you need help with your assignments. If you don’t have a writing center, ask your teacher for help and for information on local resources.

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Use Your Feedback

After you submit an English writing assignment, you should receive feedback from your teacher on how you did. Use this feedback to your advantage. If you haven’t been getting feedback on your writing, ask your teacher to explain what issues they are seeing in your writing and what you could do to improve.

Be Aware of Your Common Writing Mistakes

If you review your feedback on writing assignments, you might notice some recurring mistakes you are making. Make a list of common mistakes you tend to make when writing, and use it when doing future assignments. Some common mistakes include the following:

• Grammar errors (e.g., not using articles).
• Incorrect vocabulary (e.g., confusing however and therefore ).
• Spelling mistakes (e.g., writing form when you mean from ).
• Missing essay components (e.g., not using a thesis statement in your introduction).
• Not using examples in your body paragraphs.
• Not writing an effective conclusion .

This is just a general list of writing mistakes, some of which you may make. But be sure to go through your writing feedback or talk with your teacher to make a list of your most common mistakes.

Use a Prewriting Strategy

So many students sit down to write an essay without a plan. They just start writing whatever comes to their mind. However, to write a top-graded essay in English, you must plan and brainstorm before you begin to write. Here are some strategies you can use during the prewriting stage:

• Freewriting
• Concept Mapping

For more detailed information on each of these processes, read “5 Useful Prewriting Strategies.”

Follow the Writing Process

All writers should follow a writing process. However, the writing process can vary depending on what you’re writing. For example, the process for a Ph.D. thesis is going to look different to that of a news article. Regardless, there are some basic steps that all writers should follow:

• Understanding the assignment, essay question, or writing topic.
• Planning, outlining, and prewriting.
• Writing a thesis statement.
• Writing your essay.
• Revising and editing.

Writing essays, theses, news articles, or papers in English can be challenging. They take a lot of work, practice, and persistence. However, with these tips, you will be on your way to writing top-graded English essays.

If you need more help with your English writing, the experts at Proofed will proofread your first 500 words for free!

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Teacher Told Them To Rewrite An Essay But Didn’t Provide Any Notes, So They Turned In The Same Essay And Got A Much Better Grade

by Matthew Gilligan

I’m convinced that a lot of teachers out there don’t actually read essays these days.

Do I have any hard evidence for this?

Well, no…

But I want you to take my word for it! And this Reddit story offers more proof of what I’m talking about.

Take a look for yourself…

Rewrite the whole essay? “In my sophomore year of high school our English class had to write an essay about a book. Can’t remember which book, but it doesn’t matter. Well when our essays were handed back, no one had gotten a good grade on it. The teacher told us that we had to revise our essays based on the corrections we were given and then turn them in again.

She wanted 3 copies, the original, the revised one with corrections we made highlighted, and a final copy without the highlights. I look at mine and compare it to everyone else’s essay, everyone else has the teacher’s comments written in red, things underlined, stuff crossed out. Mine just has my grade, it was a D. So I talk to my teacher after class and ask her what I needed to fix since my essay had none of her comments. Her response was that I had to rewrite my essay. Again, I ask what do I need to change to get a better grade. She tells me that it wasn’t good and I needed to rewrite the entire essay.

You got it!

Cue my malicious compliance. I rewrote my entire essay… word for word… TWICE! One for the highlighted copy and one for the final draft. I highlighted random words and sentences on the highlighted copy, but again, it was the same as the one that was given a D. A week later we get our grades back and mine had improved to a B. The annoying part was that I couldn’t even call her out on it because my school has a plagiarism policy where you can’t submit the same assignment twice because that would be cheating.”

Now let’s see what Reddit users had to say.

This person offered some advice.

This individual shared a story.

This reader chimed in.

Another person had a lot to say.

Worked like a charm!

If you liked this post, you might want to read this story about a teacher who taught the school’s administration a lesson after they made a sick kid take a final exam .

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• Basics for GSIs
• Advancing Your Skills

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. 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. One approach to avoid the temptation of marking every error is to read or skim the whole essay quickly once without marking anything on the page – or at least, with very minimal marks. Some instructors find this a useful method in order to get a general sense of the essay’s organization and argument, thus enabling them to better identify the major areas of concern. Your second pass can then focus more in-depth on a few select areas that require improvement.

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…”)
• Use questions to help the student unpack areas  that are unclear or require more explanation and analysis. E.g.: “Can you explain more about what you mean by “x”?”; “What in the text shows this statement?”; “Is “y” consistent with what you’ve argued about “z”?” This approach can help the student recognize your comments less as a form of judgment than a form of dialogue with their work. As well, it can help you avoid “telling” the student how they should revise certain areas that remain undeveloped. Often, students just need a little more encouragement to focus on an area they haven’t considered in-depth or that they might have envisioned clearly in their head but did not translate to the page.
• 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; more recently, students may attempt to pass off AI-generated essays as their own work. Your section syllabus should include a clear policy notice about plagiarism and AI 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.

All of these strategies also deter students from using AI to substitute for their own critical thinking and writing. In addition, you may want to craft prompts that are specific to the course materials rather than overly-general ones; and you may also require students to provide detailed analysis about specific texts or cases. AI tools like ChatGPT tend to struggle significantly in both of these areas.

For further guidance on preventing academic misconduct, please see Academic Misconduct — Preventing Plagiarism .

You can also find more information and advice about AI technology like ChatGPT at the Berkeley Center for Teaching & Learning.

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 .

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When ChatGPT was released to the public in November 2022, advocates and watchdogs warned about the potential for racial bias. The new large language model was created by harvesting 300 billion words from books, articles and online writing, which include racist falsehoods and reflect writers’ implicit biases. Biased training data is likely to generate biased advice, answers and essays. Garbage in, garbage out. 

Researchers are starting to document how AI bias manifests in unexpected ways. Inside the research and development arm of the giant testing organization ETS, which administers the SAT, a pair of investigators pitted man against machine in evaluating more than 13,000 essays written by students in grades 8 to 12. They discovered that the AI model that powers ChatGPT penalized Asian American students more than other races and ethnicities in grading the essays. This was purely a research exercise and these essays and machine scores weren’t used in any of ETS’s assessments. But the organization shared its analysis with me to warn schools and teachers about the potential for racial bias when using ChatGPT or other AI apps in the classroom.

AI and humans scored essays differently by race and ethnicity

“Take a little bit of caution and do some evaluation of the scores before presenting them to students,” said Mo Zhang, one of the ETS researchers who conducted the analysis. “There are methods for doing this and you don’t want to take people who specialize in educational measurement out of the equation.”

That might sound self-serving for an employee of a company that specializes in educational measurement. But Zhang’s advice is worth heeding in the excitement to try new AI technology. There are potential dangers as teachers save time by offloading grading work to a robot.

In ETS’s analysis, Zhang and her colleague Matt Johnson fed 13,121 essays into one of the latest versions of the AI model that powers ChatGPT, called GPT 4 Omni or simply GPT-4o . (This version was added to ChatGPT in May 2024, but when the researchers conducted this experiment they used the latest AI model through a different portal.)  

A little background about this large bundle of essays : students across the nation had originally written these essays between 2015 and 2019 as part of state standardized exams or classroom assessments. Their assignment had been to write an argumentative essay, such as “Should students be allowed to use cell phones in school?” The essays were collected to help scientists develop and test automated writing evaluation.

Each of the essays had been graded by expert raters of writing on a 1-to-6 point scale with 6 being the highest score. ETS asked GPT-4o to score them on the same six-point scale using the same scoring guide that the humans used. Neither man nor machine was told the race or ethnicity of the student, but researchers could see students’ demographic information in the datasets that accompany these essays.

GPT-4o marked the essays almost a point lower than the humans did. The average score across the 13,121 essays was 2.8 for GPT-4o and 3.7 for the humans. But Asian Americans were docked by an additional quarter point. Human evaluators gave Asian Americans a 4.3, on average, while GPT-4o gave them only a 3.2 – roughly a 1.1 point deduction. By contrast, the score difference between humans and GPT-4o was only about 0.9 points for white, Black and Hispanic students. Imagine an ice cream truck that kept shaving off an extra quarter scoop only from the cones of Asian American kids. 

“Clearly, this doesn’t seem fair,” wrote Johnson and Zhang in an unpublished report they shared with me. Though the extra penalty for Asian Americans wasn’t terribly large, they said, it’s substantial enough that it shouldn’t be ignored. 

The researchers don’t know why GPT-4o issued lower grades than humans, and why it gave an extra penalty to Asian Americans. Zhang and Johnson described the AI system as a “huge black box” of algorithms that operate in ways “not fully understood by their own developers.” That inability to explain a student’s grade on a writing assignment makes the systems especially frustrating to use in schools.

This one study isn’t proof that AI is consistently underrating essays or biased against Asian Americans. Other versions of AI sometimes produce different results. A separate analysis of essay scoring by researchers from University of California, Irvine and Arizona State University found that AI essay grades were just as frequently too high as they were too low . That study, which used the 3.5 version of ChatGPT, did not scrutinize results by race and ethnicity.

I wondered if AI bias against Asian Americans was somehow connected to high achievement. Just as Asian Americans tend to score high on math and reading tests, Asian Americans, on average, were the strongest writers in this bundle of 13,000 essays. Even with the penalty, Asian Americans still had the highest essay scores, well above those of white, Black, Hispanic, Native American or multi-racial students. 

In both the ETS and UC-ASU essay studies, AI awarded far fewer perfect scores than humans did. For example, in this ETS study, humans awarded 732 perfect 6s, while GPT-4o gave out a grand total of only three. GPT’s stinginess with perfect scores might have affected a lot of Asian Americans who had received 6s from human raters.

ETS’s researchers had asked GPT-4o to score the essays cold, without showing the chatbot any graded examples to calibrate its scores. It’s possible that a few sample essays or small tweaks to the grading instructions, or prompts, given to ChatGPT could reduce or eliminate the bias against Asian Americans. Perhaps the robot would be fairer to Asian Americans if it were explicitly prompted to “give out more perfect 6s.” 

The ETS researchers told me this wasn’t the first time that they’ve noticed Asian students treated differently by a robo-grader. Older automated essay graders, which used different algorithms, have sometimes done the opposite, giving Asians higher marks than human raters did. For example, an ETS automated scoring system developed more than a decade ago, called e-rater, tended to inflate scores for students from Korea, China, Taiwan and Hong Kong on their essays for the Test of English as a Foreign Language (TOEFL), according to a study published in 2012 . That may have been because some Asian students had memorized well-structured paragraphs, while humans easily noticed that the essays were off-topic. (The ETS website says it only relies on the e-rater score alone for practice tests, and uses it in conjunction with human scores for actual exams.) 

Asian Americans also garnered higher marks from an automated scoring system created during a coding competition in 2021 and powered by BERT, which had been the most advanced algorithm before the current generation of large language models, such as GPT. Computer scientists put their experimental robo-grader through a series of tests and discovered that it gave higher scores than humans did to Asian Americans’ open-response answers on a reading comprehension test. 

It was also unclear why BERT sometimes treated Asian Americans differently. But it illustrates how important it is to test these systems before we unleash them in schools. Based on educator enthusiasm, however, I fear this train has already left the station. In recent webinars, I’ve seen many teachers post in the chat window that they’re already using ChatGPT, Claude and other AI-powered apps to grade writing. That might be a time saver for teachers, but it could also be harming students. 

This story about AI bias was written by Jill Barshay and produced by  The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for  Proof Points  and other  Hechinger newsletters .

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Call me a relic, from the past, but AI scoring seems too impersonal. As a math teacher, I love my subject. I like correcting papers. It gives me a “feel” for my students’ performance. I can see their approaches. I can see their understanding, or lack of understanding. If a machine is doing your grading, you get none of that. The teacher becomes a faceless clerk, in a store.

I don’t think that teachers should use AI for grading essays. Perhaps I am a relic too, but I think the AI grader does not catch subtlety or ironic humor in writing. That said, I am a Ph.D. who tutors Asian American students and their writing may well be superior. These kids not only work hard in school, but take tutorials beyond the classroom, most often in writing. Even when I was in college at U.Va. Asian-American students were often harder working and earned better grades. And for catching plagiarism, I think a teacher needs to know their students’ writing at all levels of progress. I have caught several plagiarists and cheaters (there is a difference) by assessing both raw writing and a portfolio of student writing in different areas. Teachers that allow an AI to grade are lazy and it makes sense considering the low pay and lack of respect teachers receive. If you want to improve your education system, stop denying tenure and pay academics what they are worth. There are also tenured teachers at high schools. The way we are approaching education will prove a detriment to student progress and the education and intelligence of American students. It is a shame!

Looking at the data I noticed that Hispanic and Black student were still marked more harshly by AI than others. Their AI marks were only 73 percent of the human-graded marks, while Asian and Indigenous recieved 75 percent and mixed race and white students 77 percent. In other words, the difference for Asian students looked greater because their scores were larger to begin with. Nonetheless, there is obviously still racial bias in AI but it simply reinforces the human bias already present.

Kelly’s points about both the math and reinforcement effects seem correct, as do DuWayne’s and TK’s points about the threat to human connection. It seems to me that the value of AI comes from its expedited and detailed feedback and its crowd-sourced standardization of teacher-established criteria, however imperfect. To the extent it saves teachers’ time, it allows for more, not less, direct connection with students and advice to be considered, but not automatically used, in scoring since teachers have a more holistic knowledge of students than LLMs–at least so far. Perhaps students and teachers should learn to collaborate with ever-improving AI models to engage students in the purpose of building skills and knowledge to prepare them to excel in a world in which AI will only become more and more potent over time. And in our education system, especially since looping is rare, AI will likely overtake many individual teachers concerning their knowledge of students and their growth. Imagine when each student has a custom GPT with collections of their work product and teacher feedback over several years and many subjects, and the ability to brief teachers about each new student and recommend the next steps in their learning journey. This will make effective student-family-teacher collaboration even more critical than it is today.

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The Boston Massacre: a Catalyst for Revolution

This essay about the Boston Massacre details the events of March 5, 1770, when tensions between British soldiers and Boston colonists erupted into violence. The conflict began with harassment of a British sentry and escalated as a crowd gathered, throwing insults and projectiles. British soldiers, led by Captain Thomas Preston, fired into the crowd, killing five colonists, including Crispus Attucks. The massacre became a symbol of British tyranny and fueled colonial resistance. It was used as propaganda to unite the colonies against British rule. The essay also covers the trial of the soldiers, defended by John Adams, and the broader impact of the massacre on the American Revolution.

How it works

The Boston Massacre, a huge deal in American history, went down on March 5, 1770. Things were super tense between Bostonians and British troops, thanks to those pesky Townshend Acts and having soldiers hanging around. The night exploded into chaos, sparking a showdown that fired up the whole revolution vibe.

It all kicked off when Private Hugh White got hassled outside the Custom House on King Street. The crowd, mad about taxes and the British vibe, started throwing insults and stuff at him.

Captain Thomas Preston showed up with more soldiers to back him up, trying to chill things out.

But the crowd wasn’t having it. Dockworkers, sailors, and others, already annoyed with the Brits, kept on taunting and getting more aggro. Someone even hit a soldier with a club, and bam! A shot rang out in the confusion, setting off a total panic. Soldiers, not sure what was up, started firing into the crowd.

It was a mess. Five folks died, including Crispus Attucks, seen as the first guy lost in the Revolution. Lots more got hurt. Boston flipped out after, calling it proof of British bullying. The soldiers said they were just defending themselves from a wild mob.

The Massacre lit up the fight between Britain and the colonies big time. Samuel Adams and other leaders used it as ammo to get everyone on the same page against British rule. Paul Revere’s famous engraving made sure folks saw the soldiers as heartless killers, cranking up the hate against Britain even more.

After the chaos settled, the soldiers got nabbed and put on trial. John Adams, future President, was their lawyer. Despite being all about independence, he believed in fair trials. He argued the soldiers were provoked and acted in self-defense. Two soldiers got nailed for manslaughter, branded on the thumb, while the rest walked.

The Boston Massacre wasn’t just a brawl—it was a symbol of how mad the colonies were at Britain. It fueled their fight for freedom, setting the stage for the Revolutionary War a few years later. It showed how ready folks were to stand up to British rule, kicking off a big change in history.

The Massacre’s memory sticks around as a reminder of what people gave up for freedom. It shows how one tragic moment can flip everything, turning anger into action. It’s a big part of America’s fight for freedom, a story of standing up against bullies and never giving in.

Remember, this essay’s a start. Dive deep, learn more, and let this story push you to dig into history.

Cite this page

The Boston Massacre: A Catalyst for Revolution. (2024, Jul 16). Retrieved from https://papersowl.com/examples/the-boston-massacre-a-catalyst-for-revolution/

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'I'm a winner': Red Sox nab OF Montgomery at No. 12

Boston also picks up tcu left-handed pitcher in second round.

BOSTON -- A Red Sox farm system that is already loaded with premium talent on the position-player side added another big piece on Sunday night with the selection of switch-hitting outfielder Braden Montgomery with the 12th pick in the 2024 MLB Draft. Boston also selected TCU left-hander Payton Tolle with its No. 50 pick.

• Get to know No. 12 Draft pick Braden Montgomery

Montgomery, a Texas A&M product, sustained a broken right ankle while playing in the NCAA Super Regional against Oregon, and that might be the reason he slipped to the Red Sox. Montgomery was the No. 8 prospect heading into the Draft, per MLB Pipeline.

2024 Draft presented by Nike: Draft Tracker | Best available | Top 250 prospects Pick-by-pick analysis: Day 1 | Day 2

Bazzana goes No. 1 | Wake Forest makes history | Mariners nab switch-pitcher | Top 7 Day 1 storylines | Best Draft prospect from each state | Famous family ties | Best late-round picks in Draft history | Bonus pools & pick values | Order | Complete coverage

Evidence of that injury was on full display Sunday night, as Montgomery, who was at Draft headquarters in Fort Worth, Texas, rode around on a knee scooter while wearing a white Red Sox jersey.

But that didn’t slow him down, as he bounced around the Cowtown Coliseum with excitement after being picked by an organization with the rich history of the Red Sox.

“It was joy,” Montgomery said. “To be picked by anybody today means a lot to me and my family. For it to be the Red Sox means a whole lot, so I’m excited to get to work.”

• Red Sox first-rounder wants to 'spread love' for baseball

Boston’s amateur scouting department felt similar joy that he was still on the board at No. 12.

“There's always surprises in the Draft and the way it works in baseball, and we were really excited that he was there for us and happy we were able to make it work,” said Red Sox director of amateur scouting Devin Pearson. “And we just couldn't be more fired up to bring him into the organization.”

The Red Sox tracked Montgomery going back to his days at Madison Central High School in Mississippi, with area scout Danny Watkins leading the charge then.

“We were enamored by him then, and then got to follow his career to Stanford and [then Texas A&M],” said Pearson. “He had a huge year in the SEC, and we believe he has even more development left. His skill set fits perfectly into what we are trying to do here.”

And what are the strong points of that skill set?

“We see a really athletic outfielder with the ability to drive the ball out of the ballpark from both sides,” said Pearson. “Elite swing decisions and a guy that really fits our development philosophies, and with a chance to continue to develop with all the things that we do at the Minor League level.”

In a Zoom call with reporters, Montgomery left no doubt what type of energy he brings to a baseball field and a clubhouse.

“They’re getting a winner that impacts everyone around them,” Montgomery said. “I like to be loud, with high energy and good vibes. I like to have fun. No one wants to be somewhere when people are dragging around and not enjoying themselves. I’m a winner and I’m going to create a winning culture wherever I’m at.”

As for the ankle that robbed Montgomery a chance to go to the College World Series Final with his teammates -- they wound up losing to Tennessee -- he doesn’t foresee it as an issue going forward.

“Yeah, I'm feeling great,” Montgomery said. “I'm honestly a little bit ahead of schedule in terms of bone growth. They’ve seen some bone growth where that break was. There’s no pain. Everything is just normal in there.”

The Red Sox will have their medical staff take a closer look at Montgomery before deciding for sure if he will play at some point this season.

“I think it’ll be part of a bigger conversation,” Pearson said. “We certainly won't rush him back. We'll get him on site in Fort Myers [Fla.] with our medical staff and kind of figure out what the best plan is for him. But I'm happy to hear he's ready to get rolling, for sure.”

Hey 12th Man, how we feeling about that #Branding at pick #12?? Because I’m feeling GOOD! pic.twitter.com/zb2k500Nqu — Braden Montgomery (@B_mont_) July 15, 2024

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While Montgomery mainly played right field at Texas A&M, Pearson said the Sox will try him all over the outfield to see what his best spot is.

The various ways Montgomery can impact a game should become evident as soon as he signs and gets sent to a Minor League affiliate.

How does Montgomery describe his playing style?

“I’d say it’s dynamic,” said Montgomery. “It’s impactful. What whatever I'm doing, I'm impacting the game and I’m going to help us win. I’m not letting guys take extra bases in the outfield, and then I'm hitting homers.”

Red Sox add pitcher in second round

With their second pick (No. 50 overall) on Day 1, the Sox took Tolle, the lanky TCU lefty who adds a lot of intrigue with his 6-6, 250-pound frame.

“The unique traits for him are just the far-above-average extension, his ability to throw strikes, his ability to spin the slider,” said Pearson. “He does a lot of things that we can work with and get to his optimal shapes. Mainly it’s the extension and how his fastball moves.”

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MLB draft 2024 grades: Guardians get top mark for taking Travis Bazzana

The Guardians owned the No. 1 overall pick in the MLB draft for the first time, and they used it Sunday night on Travis Bazzana .

Let's pump the brakes on pretending to know exactly what Bazzana will be at baseball's highest level. Instead of delivering a rapid ruling on how Bazzana's talent will translate to the majors after what could be years of additional development, this is an evaluation of Cleveland's strategy and Bazzana's projected fit with the franchise.

Without further ado, our instant draft grade can be found below.

Travis Bazzana to Guardians in 2024 MLB draft grade: Instant reaction

Why : This pick is unprecedented in many ways. Bazzana became the first second baseman and first Australian-born player drafted first overall. It takes a special talent to pave the way, and Bazzana certainly has the requisite skill set on paper.

The 6-foot, 199-pound, left-handed-hitting Bazzana batted .360 (251-for-697) with 52 doubles, 45 home runs, 165 RBIs, 66 stolen bases, 180 walks, a .497 on-base percentage, a .660 slugging percentage and a 1.157 OPS in three seasons at Oregon State University. He became the school's all-time leader in hits, doubles, home runs, total bases (460), stolen bases and walks. By the way, it's an excellent program. Just ask Guardians All-Star outfielder Steven Kwan, who played at Oregon State from 2016-18.

Bazzana's background suggests he could possibly reach the majors more quickly than a typical prospect because he's an elite college hitter with notable polish.

More on Guardians at No. 1 overall: Travis Bazzana selected by Cleveland with top pick in 2024 MLB draft

Guardians president of baseball operations Chris Antonetti said on Zoom the team views Bazzana as someone who possesses "the totality of ingredients" to become a successful hitter in the big leagues.

“He recognizes pitches exceedingly well," Antonetti said. "He knows the strike zone, makes good swing decisions. When he does choose to swing, he makes elite-level contact. And I think what's really grown in Travis' game over the past year or so is the ability to add impact to drive the ball, and we saw the benefits of that with increased power this year. We think he has a chance to be a really dynamic offensive player."

Bazzana will begin his days in the Guardians organization as a second baseman, but he's athletic enough to play other positions, too, Antonetti said.

In terms of character, Antonetti said Bazzana is "universally respected as a teammate," and Kwan verified the claim in his discussions with the Guardians.

With Bazzana checking so many boxes, it's natural to have a positive initial impression about this decision.

More MLB draft 2024: Other Cleveland Guardians picks from Day 1

Nate Ulrich can be reached at [email protected]. On Twitter: @ByNateUlrich .

This article originally appeared on Akron Beacon Journal: 2024 MLB draft grades: Travis Bazzana earns top grades for Guardians

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Overall health of Chesapeake Bay gets best grade in more than 2 decades, annual report shows

A boat sails on the Chesapeake Bay under the Bay Bridge near Stevensville, Md., on Sunday, Aug. 20, 2023. The overall health of the Chesapeake Bay has received its highest grade since 2002 in an annual report released on Tuesday, July, 9, 2024: a C-plus. (AP Photo/Brian Witte)

Pennsylvania Gov. Josh Shapiro speaks during a news conference overlooking the Susquehanna River from a balcony at the offices of the Susquehanna River Basin Commission, Tuesday, July 9, 2024, in Harrisburg, Pa. (AP Photo/Marc Levy)

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HARRISBURG, Pa. (AP) — The overall health of the Chesapeake Bay, the nation’s largest estuary, received its highest grade since 2002 in an annual report released by scientists Tuesday: a C-plus.

Scientists at the University of Maryland’s Center for Environmental Science made special note of Pennsylvania’s efforts to block pollution from entering state waterways.

Pennsylvania has faced criticism in the past for not doing enough to stop pollution from flowing into the bay, and the improved report comes after lawsuits accused Pennsylvania of failing to meet its obligations.

In a news conference overlooking the Susquehanna River, Pennsylvania Gov. Josh Shapiro credited years of efforts to help farmers prevent runoff laced with fertilizer from making it into waters that, like the Susquehanna, drain into the Chesapeake, and to upgrade municipal sewer systems that overflow into rivers during heavy rainfall.

Shapiro brushed aside a reporter’s suggestion that a C-plus is middling grade and said the focus should be on the commitment to improve.

“I think what we’ve seen here is not only a good grade for Pennsylvania, but real improvement. And you’re seeing a real commitment to being better,” Shapiro said.

Since 2019, Pennsylvania has spent about $1 billion on Chesapeake Bay restoration efforts, reduced nitrogen runoff from farms by 2 million pounds (907,200 kilograms) and planted 834 miles (1,342 kilometers) of natural buffers along waterways to prevent runoff, more than half of the watershed’s total planted in that time period, Shapiro said.

The health of the bay is a reflection of what’s happening across its six-state watershed, which includes Delaware, Maryland, New York, Pennsylvania, Virginia and West Virginia along with the District of Columbia.

“The Chesapeake Bay restoration is seen as a global model of sustainability. The Report Card shows that the results are moving in the right direction, but we need to pick up the pace of these efforts, particularly in light of climate change, which will make meeting the targets more difficult,” said Fernando Miralles-Wilhelm, president of UMCES, which compiles the report.

Bill Dennison, a UMCES professor and vice president, pointed out that the Upper Chesapeake Bay, which the Susquehanna flows into, has the second-highest score of the 16 bay regions measured in the report and continues to improve.

“Pennsylvania has been getting a bad rap for quite a while now, and we’ve got to stop playing the blame game, and start looking at the data and let the data guide us in our restoration efforts rather than pointing fingers,” Dennison said in an interview.

Adam Ortiz, the Environmental Protection Agency’s mid-Atlantic regional administrator, said there’s still work to do but the report shows progress.

“In recent years, EPA has stepped up enforcement, accountability, and investments and it is paying off. These efforts have helped spur historic results among upstream and downstream states and all sectors, especially agriculture,” he said.

This year’s UMCES report also is noteworthy because researchers said they are building a human-made debris indicator to understand the different types of contamination from items like plastic bags and bottles. Currently, not all of this debris is monitored, and the data is not collected uniformly across the bay and watershed. Researchers hope the information will be used to create targeted prevention and mitigation strategies.

“There’s a lot of things we can do on a personal-behavior level to reduce the plastics that end up in the bay,” Dennison said.

The report focuses on seven bay indicators that assess aquatic ecosystem conditions. Those include phosphorus and nitrogen measures in the water and how much oxygen is present at different depths. It also focuses on the condition of organisms living in or on the bottom areas of the bay, water clarity and aquatic grasses.

The report also focuses on bay watershed health, which includes ecological, societal and economic aspects, which aim to provide a more comprehensive view of the watershed. The watershed health scored 52%, or a grade of C, which is the same as the previous year.