essay evidence finder

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REFERENCE FINDER

Find relevant information like your own rough draft from among the 12,966 reports available for free at NAP.edu. Copy and paste up to 8 pages of content from some other source: an outside article, a rough draft of your own, etc., then select "Find Relevant Reports".

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Take your referencing to the next level with our source finder tool.

Should you be in search of a cost-free instrument that can elevate your homework writing tasks, you’ve arrived at the ideal destination. Our source finder for essays and research papers is seamlessly integrated with the largest open-access database brimming with officially published academic materials including books, journals, and article collections. 

With the help of this AI-powered assistant, you will be spared the hassle of sifting through irrelevant web pages manually. Believe us, we know that you don’t have all that time to spend on useless articles. Get to the essence of scholarly research that was specifically neatly compiled into an easily navigable list.

This is precisely why our citation tool is highly favored not just by students, but by a range of researchers in various fields, such as journalists, content creators, speechwriters, and more.

Accelerating Your Writing with Our Reference Tool

We trained our academic source finder to make it extra assistive. Our system is designed to pinpoint the most relevant resources that support, prove, and add depth to your subject from various perspectives. Whether you’re writing already or haven’t begun yet, this tool proves invaluable in expanding your range of resources.

With our source finder for essays and other types of academic writing, you can also unlock a variety of fresh insights at a click’s reach. Just type in your topic and instantly access a large selection of sources we’ve compiled. Every link is readily available and can be easily downloaded, allowing you to curate a personalized library of resources relevant to your field of study.

An All-Inclusive Citation Finder for In-depth Research

Many students spend hours searching for resources relevant to their papers. And even if they find a good online library, they will still spend valuable time just scrolling the pages trying to find relevant information. Yet time is one of the most valuable resources when you do your research. Our tool offers a solution to the problem of losing precious hours. Thanks to its algorithms it locates the thoughts and references you need just in a few seconds. Enter your topic in our search bar, and access any required citation details.

In contrast to generic search engines that often lead to SEO-driven, sales-focused content, our tool provides direct access to a world of academic sources. Libraries remain a viable option for in-depth research, especially if they specialize in your field. But for immediate inspiration and efficiency, our reference finder is indispensable to ensure the timely completion of your work.

Versatile Citation Formats: APA, MLA, Chicago, and More

Finding the right source is just part of the problem. The other issue is that you have to format that book, article, or whatever, both in the text and in the reference list. And, of course, you need to organize everything according to a specific formatting style. 

There are so many requirements for each type of reference though that you can’t possibly keep track of all of them. That would be a real struggle if you had to do everything manually. Thanks to our Reference Finder though, you can save yourself from the formatting hell. Our service provides pre-edited resources, meaning they come arranged according to a specific referencing style. This will save you time and nerves during the writing process, as well as at the stage of editing. 

A Reference Finder Tool for High-Quality, Diverse Sources

Our tool offers greater versatility than standard MLA citation finders focused solely on one format. What sets our citation finder apart is its sophisticated algorithm, which is adept at identifying the most relevant and current materials related to your topic. Use it freely to discover new sources and expand your subject matter.

Is there an AI that finds references?

Yes, there is a variety of online tools and software that can help you find references for academic papers, articles, or other research materials. These AI-powered tools often use natural language processing (NLP) and machine learning algorithms to search through available databases and provide relevant citations or sources based on your query or topic. AHelp’s Reference Finder is one of the brightest examples of online platforms that can help you find sources for any type of research.

What is reference finder?

A reference finder is a tool or software that can locate and cite academic sources, such as journal articles, books, conference papers, and sometimes even videos. It can be a separate application or a feature integrated into research databases, library catalogs, or writing software. Reference finders often provide different search options, for example by keywords, author names, or specific titles to help you find the sources you need for your work.

How do I find a specific reference?

To find a specific reference, you can manually google either the name or the author of the work. However, this method doesn’t always work since it is hard to remember such details about every single entry on your reference list. That’s why you can use special software like EndNote, Zotero, or Reference Finder by AHelp, to quickly and easily find and format needed articles, books, research papers, etc.

How do you identify a reference?

You can identify a reference by looking for key elements such as the author(s) who wrote the work, the title of the work (whether it's an article, book, or chapter), the publication date, the source where the work was published (such as the name of the journal or book), and for journal articles, the volume and issue number. Additionally, for articles and book chapters, you should note the range of pages where the work can be found. If the reference is available online, you may also find a Digital Object Identifier (DOI) or a URL.

What website can find references?

Several websites can help you find references for your research. For example, Google Scholar is a freely accessible search engine that indexes scholarly articles, theses, books, and conference papers. PubMed is another free search engine that primarily accesses the MEDLINE database of references and abstracts on life sciences and biomedical topics. Scopus is also good, as it is a multidisciplinary database of peer-reviewed literature. However, note that it is subscription-based. If you are looking for a free solution, that can find any source in seconds and then help you format them properly, then AHelp’s Source Finder is the best fit for you.

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Ask any research question and Epsilon will scan through more than 200 million papers to find evidence relevant to your question. It will then summarize the relevant passages to provide a ChatGPT-like answer that contains inline references to the underlying source content.

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Find publications and patents to help with your research. Epsilon will help group search results into latest research, key texts, and most relevant articles. You can open the papers directly or if a PDF is publicly available, save it to your library.

Extract Information From Multiple Papers At Once

Epsilon can help you scan multiple papers for key information. Enter any question or claim, and Epsilon will scan through the top search results automatically and extract relevant information from each document. This is great for evaluating running meta-analyses, finding citations, or searching for evidence of a claim.

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Upload papers and Epsilon will provide a comprehensive summary of the introduction, results and conclusion. Create libraries and save papers to organize your research. Run searches across your entire library to synthesize results across papers you trust.

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Epsilon uses a dataset provided by Semantic Scholar, which contains over 200 million academic papers including ones from PubMed, arXiv, Papers With Code, and more.

For each search query, Epsilon finds the top 100 related papers and passes them along with your query to GPT-4 to generate a summary of the scientific information. Because it uses citations to academic literature, Epsilon is a factual and trustworthy way to use AI for your research.

Epsilon passes search queries to third party infrastructure providers like OpenAI. However, none of this data can be traced back to you individually. The same is true for the papers that you add to your library.

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• Campus Life

Writing a good college essay can be tough and time-consuming. It will cost you several trips to the library, hours of pouring over your notes, and sleepless nights scouring online databases. ⏳

And while the internet is a huge pool of information, it is crucial to identify and use credible sources . So, the big question is: How can you find the right academic references for your college essay? 

Here’s a guide to finding essay sources that will impress your professor and get you that well-deserved A! 🔍

Start With Wikipedia 

Yes, we all know academic researchers frown upon Wikipedia since it’s user-generated (so anyone can write anything). But it’s actually a great springboard to get an overview of your essay topic . 💻

At the bottom of each Wikipedia page, you’ll find a treasure trove of legitimate sources and citations that you can use in your essay. 

Check Out Primary Sources

Primary sources are the building blocks of any research project. They must serve as the foundation of your research, whereas secondary sources should inform and supplement the primary sources.

Primary sources are first-hand accounts on a subject, often unedited, that offer a close, personal overview of a topic. They encourage students to read between the lines and approach them with a critical mindset. 🤔

When analyzing primary sources, ask yourself key questions like, “Who is the intended audience?” or “What does the source tell me about the period?”

By considering these questions, you can effectively understand the historical context and cultural perspectives and avoid potential bias or inaccuracy . This will also help you develop well-supported arguments and strengthen your essay. 💪

Get the Most Out of the Library

Students may gravitate toward online research but the good old library is still a trusted source of information . In fact, 58 percent of Americans aged 16 and older have a library card — and for good reason! 

Library databases allow you to efficiently search for published information, such as magazines, journals, and newspaper articles . 

These sources contain scholarly articles by notable authors, journalists, and researchers. If you hit a paywall for a journal or newspaper, verify if your library has a subscription — problem solved! ✅

But the most underutilized tool in libraries is the staff. Librarians know all about research methods, using information systems, statistics, and management. 

They’re experts when it comes to finding the information you need. All you have to do is ask your university librarian for help finding top-tier resources on your essay topic. 📚

Use Academic Search Engines 

Let’s get this straight: It’s hard to write a research paper without consulting the internet . 

Most of us start our search with Google, but unfortunately, search engines don’t always churn out credible results . That’s why it’s crucial to explore other portals with an academic focus when searching for essay sources . ⚠️

Check out these options:

• BASE : The Bielefeld Academic Search Engine (BASE) contains 4,000 sources and provides search results from more than 100 million documents. They also offer an advanced search option that allows users to narrow down their research. The BASE advanced search lets users use filters such as author names, publication dates, and document types to find more relevant results, saving time and improving academic research efficiency.
• Refseek : A web search tool for students and researchers. You can access over a billion documents, books, newspapers, and journals without getting distracted by ads or sponsored links. 
• Google Scholar : This connects you with hundreds of relevant scholarly journals. What’s more, it provides formatted citations in MLA, AP, or APA that you can export to RefWorks or BibTex. 
• JSTOR : The platform provides a large collection of academic journals, books, and original sources from a variety of subjects.
• PubMed : This includes articles from scholarly journals and research institutes with a focus on biomedical and life sciences research.
• LexisNexis Academic : It focuses on researching legal and news-related subjects, including reports, legal publications, and court cases.   

Opt for Digital Libraries and Databases 

Digital libraries have specialized collections in all fields of study. They are easy to access and contain millions of books, audiobooks, journals, and videos that can help you further your essay research. 

The best part? No more waiting for popular books to become available! Digital libraries let you read and download content instantly, anytime, anywhere, using your computer or phone . 📱 

Of course, there may be some occasions where you’ll find your university doesn’t have access to a particular online database.  

If you’ve found the perfect journal article but can’t get access, try emailing the professor who wrote it and ask for a PDF — most academics will be quite happy to provide you access to their work. 📧

Don’t Forget the Bibliography of Your Sources

After you have a list of credible sources, take a closer look at their citations. Seek out the primary sources these citations used for research. This will open up a new set of materials to work with for your essay. 🗒️ 

Plus, they often contain references to publications that make alternate viewpoints or offer diverse interpretations of the topic at hand. 

TIP: Once you start your research, you may find the same sources pop up over and over again. Consult Google Scholar to see the articles in a publication that are cited the most (along with who cited them). Make a list of these and incorporate them in your essay. 

Look Beyond Journals and Books

The world of research is your oyster, and with a diverse array of sources, your academic essay can shine if you dare to explore the unconventional.

Peruse through thrilling audio and video recordings that transport you to historic moments or cultural events, or explore interviews with experts who can add personal insights and real-life perspectives to your essay . 🎧

Incorporate variety in the resources you add to make your essay an interesting read. This will also show your professor that you’ve gone above and beyond to create a well-researched essay. 👌

Note: Critically assess the reliability and validity of sources outside of the conventional academic channels because their level of accuracy may vary. Always check the author’s qualifications, and the reputation of the source, and cross-reference information from various sources.

Learn to Quickly Evaluate a Source

Essays and research papers come with deadlines. In an ideal world, you would meticulously examine each potential essay source, but there’s a smarter way to do it to save time! 🗓️

Here’s a helpful approach to evaluating a source: First, read the abstract or introduction of the source to decide if it’s useful for your work . 

Then, take a look at the citations and references at the end of the source . You can also check the publication date to ensure the information is current.

If it’s an online source, check out the domain name. Sites with .edu domains are associated with educational facilities, while .gov domains belong to government agencies. These sources are generally reliable due to their affiliation with reputable institutions. 

Additionally, examine the author’s credentials and expertise in the field . Look for authors who have relevant academic backgrounds or professional experience related to the topic. ✍️

Lastly, consider the reputation of the publisher . Reputable publishers are known for maintaining high standards of quality and accuracy in their publications. 

Don’t know where to start? Check the publisher’s website, browse through its publication list, and look for details about its editorial board and reviewers. 🧐

Putting together a top-notch essay is a Herculean task — but if you can collect the right resources you’re already halfway there! 💯

The Easy Guide to Finding Essay Sources: Frequently Asked Questions

What are academic sources .

Academic sources are dependable and trustworthy documents created by subject-matter specialists and distributed by respectable publishers or academic publications . 

They go through an exhaustive screening procedure and frequently contain citations or references to other academic publications.

How do I find trustworthy sources for my academic research?

Start with reputable sources such as scholarly journals and books from respected publishers. Consider the expertise of the author and the publisher’s reputation, and look for sources that have undergone the peer review process. 

Check the publication date to ensure the information is current. Be aware of potential biases in the sources and evaluate the evidence provided. 

What are the best sources for essays?

The best sources for essays are those that offer accurate and up-to-date information. 

Scholarly journals, expert books, government websites, academic databases, credible websites with specific domains (.gov,.edu, and .org), must-read books related to the topic, secondary readings for additional insights, scholarly sites, scientific papers, and reliable news and interviews are examples of these. 

How do I include a source in an essay? 

Introduce the source with an initial phrase. Then, summarize, paraphrase, or quote the material as needed and provide proper citations . 

When directly quoting the source, use quotation marks and cite the author, year, and page number. 

For summarizing, briefly present the main points and cite the author and year. When paraphrasing, restate the information in your own words and cite the author, year, and page number. 

Include relevant details about the author, title, and genre when citing the source for the first time. Each college may have varying guidelines for sourcing, so it’s important to check with your institution what is required.

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• Nashville State Community College
• Research Guides

Researching an Argument

• Find Articles
• Select a Topic
• Find Background Information
• Examine the Existing Argument
• Power Searching
• Find Websites
• Find Statistics
• Where should I look?
• Advanced searching

The tool that will help you find articles on your topic is a  database . The library subscribes to many databases, and these are the ones I recommended starting with:

• Academic Search Premier This link opens in a new window A popular resource found in many academic settings worldwide, this resource was designed for the premier researcher, rich with the most valuable, comprehensive multidisciplinary content available. As a leading scholarly database, it provides access to acclaimed full-text journals, magazines, and other valuable resources.
• Opposing Viewpoints in Context This link opens in a new window Opposing Viewpoints in Context is the premier online resource covering today’s hottest social issues, from capital punishment to immigration, to violent video games. This cross-curricular research tool supports science, social studies, current events, and language arts classes. Its informed, differing views present each side of an issue and help students develop information literacy, critical thinking skills, and the confidence to draw their own valid conclusions.

Using the Advanced Search feature in a database allows you to use more than one keyword(search term) in order to get more relevant search results. Here's an example of a search in Academic Search Premier :

• Use multiple, relevant search terms, typing one term per box
• Limit to "Full Text"
• You may slide the publication date bar for dates you want

• << Previous: Power Searching
• Next: Find Websites >>
• Last Updated: Dec 15, 2023 10:31 AM
• URL: https://nscc.libguides.com/argument

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• Evidence and Analysis

Why It Matters

An assignment prompt’s guidance on evidence and analysis sets parameters for the content and form of a writing assignment: What kinds of sources should you be working with? Where should you find those sources? How should you be working with them?

More on "Evidence and Analysis"

The evidence and analysis you're asked to use (or not use) for a writing assignment often reflect the genre and size of the assignment at hand. With any writing assignment prompt, it’s important to step back and make sure you’re clear about the scope of evidence and analysis you’ll be working with.  For example: 

In terms of evidence,

• what kinds of evidence should be used (peer-reviewed articles versus op-ed pieces),
• which evidence in particular and how much (3–5 readings from class versus independent research), and
• why (because op-ed pieces capture a kind of public discourse better than peer-reviewed articles, or because 3–5 readings from class is manageable for a 4-page essay and also reinforces the readings assigned for the course, etc.).

In terms of analysis,

• is the assignment asking you to make an argument? If so, what kind of argument? (e.g., a rhetorical analysis weighing the pros and cons of a think piece, or a policy memo making normative claims about recommended courses of action, or a test a theory essay assessing the applicability of a framework to real-world cases?)
• if not, what is it asking you to do with evidence? (e.g., summarize a source’s argument, or draft a research question based on an annotated bibliography or data set)
• why? (because it’s important to establish other thinkers’ positions accurately before taking your own position, or because asking questions before moving on to a thesis or conclusion will make the research process more compelling).

What It Looks Like

• Science & Technology in Society
• Ethics & Civics
• Histories, Societies, Individuals
• Aesthetics & Culture

STEP 1: PROPOSAL WITH ANNOTATED BIBLIOGRAPHY

Length: 250–500 words, not including annotated bibliography. The annotated bibliography must have at least 5 different references from outside the course and 5 different references from the syllabus.

Source requirements:

• Minimum 5 different references from outside the course (at least 3 must be peer-reviewed scholarly sources)   [1]
• Minimum 5 different references from Gen Ed 1093 reading assignments listed on the syllabus; lectures do not count toward the reference requirement, and Reimagining Global Health will only count as one reference   [2]
• Citation format either AAA or APA   [3] , consistent throughout the paper
• Careful attention to academic integrity and appropriate citation practices
• The annotated bibliography does not count toward your word count, but in-text citations do.   [4]

__________ [1]  Explicit guidance about what kinds of sources and how many sources to include [2]  Clarification about what does / doesn't count toward the required number of sources [3]  Clear guidance about citation format  [4]  Clarification about what does / doesn't count toward the required word count  

Adapted from Gen Ed 1093 : Who Lives, Who Dies, Who Cares? Reimagining Global Health | Fall 2020

On p 13 of Why not Socialism?, G. A. Cohen states that the principle of “socialist equality of opportunity” is a principle of justice. What is the principle of “socialist equality of opportunity,” why does Cohen think it is a principle of justice, why does he think it is a desirable principle, and why does he think it is feasible? Which part of his argument do you think is most vulnerable to objections? Formulate some objections and explore how Cohen could respond. Do you think the objections succeed, or is Cohen’s view correct?

Proceed as follows:   [1]  State what socialist equality of opportunity is, by way of contrast with the two other kinds of equality of opportunity identified by Cohen. Explain why Cohen thinks, as a matter of justice, socialist equality of opportunity is preferable to the other two, and explain why an additional principle of community is needed to supplement that principle of justice. Then assess whether Cohen offers additional reasons (beyond the superiority of his principle over the alternatives) as to why equality and community are desirable, both for the camping trip and society at large. In a next step briefly summarize what he says about the feasibility of the principle. Devote about two thirds of your discussion to the tasks sketched so far, and then devote the remaining third to your exploration of the objections to parts of Cohen’s argument and an exploration of their success.

General Guidance

In section, your TF will discuss general guidelines to writing a philosophy paper.   [2] Please also consult the “Advice on Written Assignments” posted on Canvas before writing the paper. Recall that you will write three papers in this course. The assignments get progressively more demanding. In the first paper, the emphasis is on reconstructing arguments, allowing you to develop the skill of logical reconstruction rather than narrative summary of a text. …The second paper goes beyond reconstruction, putting more emphasis on the critically evaluating arguments. The third paper gives you an opportunity to develop a well-reasoned defense in support of your own view regarding one of the central issues of the class.   [3]  

__________ [1]   Students are given clear advice about how to use evidence differently at different points in their assignment. [2]  Students are assured that they will learn guidelines for working with evidence and analysis in a more disciplinary kind of writing (with which many of them will likely be unfamiliar). [3]  The move from “reconstruction” to “critically evaluating” to “well-reasoned defense” signals a scaffolded development of ways to work with evidence, along with reasons why students are being are being asked to work with evidence in a certain way for this first essay, viz., “ to develop the skill of logical reconstruction."

Adapted from Gen Ed 1121 : Economic Justice | Spring 2020 Professor Mathias Risse

Research Requirements

All projects, regardless of which modality you adopt, will need to include   [1]

• an annotated bibliography that includes at least 5 scholarly sources. These sources can include scholarly articles, books, or websites. For a website, please check with the TFs to confirm the viability of it as a source.   [2] There are legitimately scholarly websites, but many content-related sites are not scholarly.
• a 1-page artist statement.

See “How tos_Annotated Bibliography_your Artist Statement” for specific instructions for both the annotated bibliography and the artist statement.   [3]

__________ [1]  Explicit guidance about what kinds of sources and how many to include [2]  Advice on how to get help evaluating whether a source counts as viable evidence [3]  Additional resources (tied to guidelines and process) that help explain the roles of evidence and analysis in the assignment

Adapted from Gen Ed 1099 : Pyramid Schemes: What Can Ancient Egyptian Civilization Teach Us? Professor Peter der Manuelian

Introduce yourself to another student in the class by making a virtual mixtape for them. ⋮ Your tape should contain the following (in any order):   [1]

• The greeting on the Golden Record that best describes you (or record your own)
• One piece of music included on the Golden Record
• Your personal summer hit of 2020
• A “found sound” (recorded in your environment that seems characteristic or interesting)
• A piece of music that best describes you
• Your favorite piece/song by a musician outside the US/Canada

Use these guidelines as a starting point for your mixtape. Feel free to get creative. The mixtape should say something important about YOU. (There will be no written text accompanying your file. The sounds have to say it all.)   [2]

__________ [1]  Students are given a clear checklist of what to include in their assignment. [2]  In this assignment, the evidence makes its argument through curation, rather than additional written analysis. Making sure students understand that particular relationship of evidence to analysis ahead of time frames the assignment’s purpose and genre.

Adapted from Gen Ed 1006 : Music from Earth | Fall 2020 Professor Alex Rehding

• DIY Guides for Analytical Writing Assignments

• Types of Assignments
• Style and Conventions
• Specific Guidelines
• Advice on Process
• Receiving Feedback

Assignment Decoder

Thesis Statement Finder

Looking for help with your thesis? Try our thesis statement finder tool! It will help you create a custom-made thesis statement for an argumentative, informative, or comparative essay.

Need some help with formulating a thesis? This thesis statement finder will save your time and nerves! Follow these 3 steps:

• 👌 The Tool’s Benefits
• 🕵️ Finding a Thesis in a Text
• 🤔 Formulating Your Thesis
• ✅ Checklist with Examples

🔗 References

👌 thesis statement finder: 4 benefits.

• This thesis statement finder works for any essay type (argumentative, analytical, compare-and-contrast, or informative). You can specify it for a better result. Besides, the program offers a thesis example specifically for each genre.
• It is intuitively clear . You can check ready-made thesis examples during your work with the tool. All the samples are education-related, as this is the subject area of this website.
• The tool is 100% free . We don’t charge our users either at the first instance of their using the thesis statement finder or afterward.
• It doesn’t require registration . We have done our best to eliminate all the unnecessary features that could eat up your time.

🕵️ How to Find a Thesis Statement in a Text

A thesis statement is the last sentence of the introductory paragraph.

If your text is longer, for example, in a research paper, you can find this sentence at the end of the introduction.

But to make sure the line you’ve spotted is the one, you should know the roles of a thesis statement.

• It describes the principal idea of the essay. Besides, it unifies all the main body statements under a shared message.

Online education is beneficial for low-income students because it gives them better access to education resources, trains their online learning skills, and eliminates the need to travel abroad.

Here the author united three random facts under a single idea that online education helps poor students.

• It foreshadows the focus of the essay and narrows down the scope of the text.

This essay will explore the adverse consequences of globalization in terms of third-world economic development.

Here the author puts away the positive effects of globalization and focuses on the negative outcome for the developing economies.

• It presents the writer’s position in the argument.

This essay aims to prove that a prison sentence does not rehabilitate dangerous criminals.

This example implies the author’s opinion: confinement is ineffective for severe offenders.

• It promises to explain every statement of the thesis statement.

All the examples above tell the reader that they will find a proper explanation in the main body. However, the first variant gives only a hint, and the other two provide an explicit formula: “This essay will…”

Implicit Thesis Statements

A PhD thesis statement is explicit and takes the form of a separate sentence in the first part of the dissertation. Still, some types of academic writing include the thesis only in the conclusion.

On the other hand, you’ll rarely find a specific sentence summing up the central concept in literary works. On the contrary, your job as the reader is to find out what the piece conveys. In such cases, you have to deal with an implicit thesis statement, i.e., the message is transmitted indirectly throughout the entire work. (In literature, we call it the theme.)

Academic papers may also rely on implicit thesis statements, although quite rarely.

🤔 Finding a Thesis for Your Paper in 3 Steps

A thesis statement is a line that sums up the key message of your paper. Unfortunately, you will never formulate it on the first try before the entire work is ready. After all, a good thesis comprises your principal conclusions. You will work on this single sentence throughout the time you dedicate to the paper. And even if you come up with an idea in the process, it will likely require editing.

Still, you’ll have to formulate an initial or working thesis statement at the beginning of your work on a Master’s or PhD topic. It will also create direction and structure in the essay. Here’s how you can do it.

Step 1: Formulate the Question

If your assignment already contains the question, you can skip this point. You’ll have to distill the task into a single interrogatory sentence in all the other cases. No matter how complicated the assignment is, it is always possible to reduce it.

For example, consider the task:

Based on the proposed literature, research the positive and negative features of the teaching methods of the previous century.

If you turn it into a question, you’ll get:

What were the positive and negative features of the teaching methods of the previous century?

If an assignment contains several questions, look for the most general one. The remaining ones will help you structure the text.

Step 2: Draft up the Answer to the Question

Once you’ve completed the initial research and determined your opinion about the studied problem, write down a tentative answer to the question we described above. It will be non-academic and straightforward at this point but enough to guide the research and writing. Here is an explanation of what you are expected to write in a thesis statement of each essay genre. Press “Show Example” to consult the illustrations of each variant in our tool.

• In an argumentative essay , take a side on the issue by stating your opinion.
• In an analytical essay , list the main findings of your research and offer a solution.
• In a compare and contrast essay , highlight whether the compared categories are similar or different and explain why.
• In an informative article , outline the scope of your research and name the key facts.

Step 3: Add Details

Your answer will flesh out as you read into the topic and start writing on it. This step narrows down the scope of your future research and saves you much time. The more specific the thesis statement is, the less literature you’ll have to search for the necessary facts.

Why is this your answer? How do you plan to convince the reader? Which information should be mentioned in this sentence to disambiguate it? The final version of a thesis statement doesn’t just clarify your opinion. It summarizes the argument and states what it does not comprise.

For instance, your draft answer was as follows:

Screen time is bad because it deteriorates eyesight and increases nervousness.

Thus, a final version could be:

Extended screen time for children under ten years old is unwanted, as it deteriorates their eyesight and raises the possibility of nervous disorders.

✅ Thesis Statement Checklist with Examples

Below you can find a thesis generator free checker: look through the checklist to verify the result.

Thus, a good thesis statement:

• Is focused enough for the reader to know what it is not about.

• Expresses your opinion on the problem under investigation.

• Is formulated as a statement without self-interrogation.

• Opens a discussion with the reader.

• Is brief and fits in one or two sentences.
• Can be easily found in the text.

📌 Thesis Statement Finder FAQ

What is the thesis finder.

A thesis statement finder is a tool that analyses your central finding and the evidence you used in its support to create a perfect thesis. It is adjustable to the essay genre in question, as the same thesis for an analytical and argumentative text will be different. If you doubt the genre, you can check the example.

Find a Thesis Statement?

A thesis statement is located at the end of the last introductory paragraph in most texts. More rarely, it can be found in the conclusion. But most literary works and even some academic papers have an implicit thesis statement. To know if you’ve spotted the right sentence, check if it conveys the central message of the text.

What Is an Example of a Thesis Statement?

• The growth of the human population changes and breaks down the traditional social structures.
• This essay aims to establish the relationship between low income and substance abuse in young people.
• This research has demonstrated that punishment is a less efficient educational strategy than encouragement.

How Long Is a Thesis Statement?

If you ask this question doubting how to write a thesis statement correctly, don’t make it longer than two sentences. One would be even better. Professional researchers working on a hundred-page text can formulate their thesis in three or even four sentences. But for educational purposes, that is too much.

Updated: May 24th, 2024

• Thesis Statements – UNC Writing Center
• How to Write a Thesis Statement
• Developing A Thesis
• Developing a Thesis Statement – UW-Madison Writing Center
• How to Write a Good Thesis Statement – ThoughtCo

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Using Evidence: Analysis

Beyond introducing and integrating your paraphrases and quotations, you also need to analyze the evidence in your paragraphs. Analysis is your opportunity to contextualize and explain the evidence for your reader. Your analysis might tell the reader why the evidence is important, what it means, or how it connects to other ideas in your writing.

Note that analysis often leads to synthesis , an extension and more complicated form of analysis. See our synthesis page for more information.

Example 1 of Analysis

Without analysis.

Embryonic stem cell research uses the stem cells from an embryo, causing much ethical debate in the scientific and political communities (Robinson, 2011). "Politicians don't know science" (James, 2010, p. 24). Academic discussion of both should continue (Robinson, 2011).

With Analysis (Added in Bold)

Embryonic stem cell research uses the stem cells from an embryo, causing much ethical debate in the scientific and political communities (Robinson, 2011). However, many politicians use the issue to stir up unnecessary emotion on both sides of the issues. James (2010) explained that "politicians don't know science," (p. 24) so scientists should not be listening to politics. Instead, Robinson (2011) suggested that academic discussion of both embryonic and adult stem cell research should continue in order for scientists to best utilize their resources while being mindful of ethical challenges.

Note that in the first example, the reader cannot know how the quotation fits into the paragraph. Also, note that the word both was unclear. In the revision, however, that the writer clearly (a) explained the quotations as well as the source material, (b) introduced the information sufficiently, and (c) integrated the ideas into the paragraph.

Example 2 of Analysis

Trow (1939) measured the effects of emotional responses on learning and found that student memorization dropped greatly with the introduction of a clock. Errors increased even more when intellectual inferiority regarding grades became a factor (Trow, 1939). The group that was allowed to learn free of restrictions from grades and time limits performed better on all tasks (Trow, 1939).

In this example, the author has successfully paraphrased the key findings from a study. However, there is no conclusion being drawn about those findings. Readers have a difficult time processing the evidence without some sort of ending explanation, an answer to the question so what? So what about this study? Why does it even matter?

Trow (1939) measured the effects of emotional responses on learning and found that student memorization dropped greatly with the introduction of a clock. Errors increased even more when intellectual inferiority regarding grades became a factor (Trow, 1939). The group that was allowed to learn free of restrictions from grades and time limits performed better on all tasks (Trow, 1939). Therefore, negative learning environments and students' emotional reactions can indeed hinder achievement.

Here the meaning becomes clear. The study’s findings support the claim the reader is making: that school environment affects achievement.

Analysis Video Playlist

Note that these videos were created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

Related Resources

Didn't find what you need? Email us at [email protected] .

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Find your argument

Understand the question

The first step in writing an essay is to understand the question or task. Regardless of its wording, you should assume that you are required to take a position and present an argument.

One way to break down the question is to look at its main ideas. How do they link to the key themes, concepts and theories you have been studying in your course? This contextual information helps you to formulate your position and argument in reference to the course objectives.

The way the essay question is worded can provide many clues as to how you should proceed. Close reading of the question and referring back to it throughout the essay writing process is critical to ensuring that you are answering it properly.

The beauty of an essay at university is that you can take any position and present any argument, so long as it is reasonable, logical and supported by suitable and relevant evidence.

Naturally, there may be a viewpoint that you agree with early on, perhaps not long after you first read the question. However, you may not be able to take a strong position supported by evidence until you spend more time engaging with the debate.

Understand the debate

In order to be persuasive, you need to be familiar with all sides of the debate, not just that which supports your view.

There are likely to be many viewpoints on any given topic within the academic literature. To become familiar with the arguments made by those on both (or multiple) sides of a debate, you need to carry out research.

Reading is central to research. Reading widely helps you to find information about what is currently known about the topic. It helps you to understand its background context and underlying theories. It also shows you the varied lines of argument that exist.

The research process helps you to refine and strengthen your own position.

Research strategies

• Research and read with a purpose . Seek out information that answers a specific question you have. For example, you may ask yourself, 'I want to understand this theory more' or 'I want to know more about the historical context.' This will help to focus each stage of your literature search and make the process more manageable. The questions you ask will change as you progress.
• Look for evidence in the readings that you think may support your position. Engage with evidence that you think contradicts your position.
• Read strategically at the early stages of research. This means skimming rather than reading entire journal articles or chapters. For example, read the abstract, introduction, conclusion and topic sentences of a journal article. Later on, you can return to key readings and re-read them in-depth.
• Judicious highlighting can help to identify key ideas when you return to a reading.
• Have a systematic approach to your notetaking. For example, you may like to make margin notes while reading then rewrite or summarise them in a new document.

Remember that the research process is cyclical, meaning that you may return to your position and the readings many times before you feel that you have a clear argument.

Develop your argument >>

Essay writing

Develop your argument

Plan your essay

Write your essay

Polish your essay

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A Healthier, Climate-Smart Way Forward for Transportation

Researchers say physical and mental health, as well as access to jobs, healthy food, and health care must be considered when making transportation decisions

Johns Hopkins researchers, lawmakers, and government officials met on June 17 at the Johns Hopkins Bloomberg School of Public Health to discuss evidence-based approaches to make both climate health and human health a pivotal part of national transportation infrastructure decisions.

“Transportation is the number one producer of greenhouse gas emissions in the U.S.,” said  Shima Hamidi , director of the Johns Hopkins Center for Climate-Smart Transportation. “It’s just going to get worse unless we can come up with actionable research—research that is ready to be implemented, ready to be translated into changes in policy and practice.”

Researchers also stressed that physical and mental health, as well as access to jobs, healthy food, and health care must be considered when making transportation decisions: “Clearly human health and transportation intersect,” said Ed Schlesinger, dean of the Whiting School of Engineering and moderator of the roundtable discussion.

Topics of discussion also included:

• Narrowing road lanes to allow for more walking and biking, while reducing asphalt and the risk of collisions.
• Fostering the adoption of electric vehicles, with equitable access to charging stations, and sustainable expansion of the power grid.
• Using automated vehicles to bring fresh food to people throughout urban areas.
• Investment in public transportation to improve access to jobs, health care, school, and other opportunities.
• Reducing air pollution from transportation—particularly in vulnerable neighborhoods.
• Conducting health impact ­­assessments to understand the relationships between transportation and health.

Robert Hampshire, deputy assistant secretary for research and technology and chief science officer at the U.S. Department of Transportation, noted that the  $1.2 trillion bipartisan infrastructure law has spurred “one of the biggest buildouts of physical infrastructure to improve communities.”

“We really are, on the research and technology side, making sure that we’re using the best evidence that we have to do that, particularly on the resilience and climate side,” Hampshire said.

He and Gretchen Goldman, climate change research and technology director in DOT’s Office of Research and Technology, noted that the Biden-Harris administration is eager for input from researchers on the best projects that will advance transportation, climate, and health goals forward in ways that are mindful of their many intersections.  

Keshia Pollack Porter , chair of the  Department of Health Policy and Management , said it’s important to ask questions when considering projects to ensure a health equity lens is applied. 

“Whether we’re thinking about where to put charging stations for EVs or even strategies related to the Key Bridge [collapse], how do we think in advance about how those strategies ... advance health equity and not harm health?”

The discussion highlighted the importance of collaboration across fields and with affected communities.

“It’s a multi-player, multi-objective problem, and so the only way you [solve that] in a way that is equitable and robust is if you have everyone together,” said  Ben Zaitchik , a professor of Earth & Planetary Sciences at Johns Hopkins University.

The Center for Climate-Smart Transportation launched in 2023 with a $10 million grant from the U.S. Department of Transportation as a consortium of six institutions including  Johns Hopkins University ,  Massachusetts Institute of Technology,   University of Texas at Austin ,  University of Utah ,  Morgan State University (MSU) , and  Diné College .

Watch the roundtable on C-SPAN

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Read the Ruling by the Virginia Court of Appeals

Marvin Leon Grimm Jr., who confessed to the 1975 murder of a 3-year-old boy and spent 45 years in prison, was granted a writ of actual innocence by the Virginia appeals court, fully absolving him of the crime.

A PDF version of this document with embedded text is available at the link below:

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PUBLISHED VIRGINIA: In the Court of Appeals of Virginia on Tuesday the 18th day of June, 2024. Marvin Leon Grimm, Jr., against Record No. 0741-23-2 Commonwealth of Virginia, Upon a Petition for a Writ of Actual Innocence Before Judges Huff, AtLee, and Callins Petitioner, Respondent. On May 1, 2023, Marvin Leon Grimm, Jr., filed a petition seeking a writ of actual innocence based on biological and non-biological evidence. See Code §§ 19.2-327.10 through -327.14. In 1976, Grimm pleaded guilty to one count each of murder, forcible sodomy, and abduction with intent to defile in the homicide of C.H. On March 15, 1976, the Circuit Court of the City of Richmond (the “circuit court”) heard the Commonwealth's evidence against Grimm and accepted the guilty pleas. On May 25, 1976, the circuit court sentenced Grimm to two terms of life imprisonment plus 10 years. Since that time, Grimm has recanted his guilty pleas, asserted his innocence, and sought writs of habeas corpus and actual innocence. Grimm's claim of innocence for these offenses rests on modern forensic testing of material evidence recovered from the victim and the assertion that his confession was coerced. In this petition, he presents the following newly discovered evidence for this Court's review: (1) DNA testing of the hairs recovered during the investigation; (2) DNA testing of swabs recovered during the victim's autopsy; (3) new analysis of the toxicology report performed during the autopsy; and (4) research into false confessions. The Commonwealth joins Grimm's petition for actual innocence and asks this Court to issue the writ.² See Code § 19.2-327.10:1. 1 This Court uses only the initials of the child victim to protect his privacy. 2 Although this Court acknowledges the Commonwealth's concession that Grimm has met his burden to establish all the required elements, that legal concession does not bind this Court. Haas v. Commonwealth, 74 Va. App. 586, 619 n.8 (2022). This Court is still required to independently review the record and reach its

Having considered Grimm's petition and exhibits, the Commonwealth's response joining the petition, and the record in this case, this Court concludes that Grimm has satisfied all the requirements of Code § 19.2-327.11(A) by a preponderance of the evidence. Accordingly, this Court grants the writ pursuant to Code § 19.2-327.13 and vacates the convictions. BACKGROUND³ Murder of C.H. and Subsequent Investigation On Saturday, November 22, 1975, around 1:30 p.m. three-year-old C.H. was seen entering the woods behind his family's apartment in Richmond, Virginia. Approximately an hour later his mother reported to the police that he was missing and within hours a massive search party, consisting of approximately 250 volunteers, began searching the surrounding area for the child. This search ultimately concluded on November 26, 1975, when C.H.'s body was discovered on the southern banks of the James River. He was discovered face-up in shallow water, fully clothed, with his arms folded across his chest. An autopsy determined C.H. died of asphyxia with no indication that he drowned or suffered physical injury. Oral, pharynx, and esophageal smears revealed spermatozoa and there was a “[m]oderate amount of tenacious mucoid secretions in [his] oropharynx." A toxicology report indicated "0.12% ethanol wt/vol.; [and] 0.6 mg% chloroxazazone” in C.H.'s blood, “0.13% ethanol wt/vol.; 1.5 mg% chloroxazazone" in C.H.'s liver fluid, and “5.5 mg acetaminophen; 130 mg chloroxazazone; and 0.41 ml of 100% ethanol" in C.H.'s stomach.5 own conclusion. See Bush v. Commonwealth, 68 Va. App. 797, 803 n.1 (2018) (“[W]hile we commend the Attorney General's candor, we review the record independent of this concession of law.") 3 The facts herein are derived from Grimm's brief in support of his petition, which the Commonwealth has accepted in full. 4 Grimm was at his apartment at 2:45 p.m. when police knocked on his door asking where the family of the missing child was. Based on the time C.H. went missing, this would require the abduction, sexual assault, and murder of C.H. to have occurred in a 75-minute window. 5 Chloroxazazone appears to be a misspelling of chlorzoxazone, a prescription muscle relaxer. -2-

In the weeks following C.H.'s disappearance, the Richmond Police Department (“RPD") investigated several leads with no success. 6 At this same time, C.H.'s disappearance and murder were the subject of considerable media coverage and public outrage. Due to his proximity to C.H.'s disappearance, Grimm was, in one way or another, involved in this investigation from the beginning. At the time of these events, Grimm was a 20-year-old Navy veteran and lived with his wife in the apartment across from C.H. Grimm first became involved with this case on the day C.H. went missing when the officers responding to C.H.'s mother's call knocked on Grimm's door and asked where the missing child lived. When officers interviewed C.H.'s father on November 24, 1975, he reported two arguments between himself and Grimm. First in response to Grimm running his lawnmower over children's toys left in the front yard of the apartment and second in response to C.H. playing outside in his underwear. On November 25, 1975, C.H.'s mother told police that “she felt Grimm was odd in his actions" before providing the same details as to the arguments between Grimm and C.H.'s father. In a December 5, 1975 letter to the F.B.I., Grimm is identified as a possible suspect “due to previous arguments and encounters with [C.H.'s] family prior to killing” with the notation that Grimm "resided directly across the hall" from C.H.'s family's apartment. On December 16, 1975, Grimm was completing a nine-hour shift at work when he was picked up by police just before 5:00 p.m. and brought in for questioning. He was questioned until approximately 9:00 p.m. when he made a statement about blacking out and having seen C.H. around 3:00 p.m. the day he disappeared. At that point, Grimm was considered a suspect, read his Miranda rights, and police began questioning his background and family life. At approximately 11:00 p.m., Grimm purportedly told police “what happened” and guided officers as they retraced the steps of C.H.'s abduction, murder, and disposal. Grimm and the officers returned to the interview room at approximately 2:20 a.m. and after approximately 9 hours of 6 RPD was known as the Richmond Bureau of Police at this time. 7 Miranda v. Arizona, 384 U.S. 436 (1966). - 3 -

questioning and 18 hours since Grimm began his workday—the officers recorded Grimm's statement for the first time.⁹ During this recorded statement, Grimm stated that on the morning of C.H.'s disappearance he was awoken by what appeared to be C.H. and another child throwing things at cars. As he was awake, he decided to go to his mother's home and get some food for the weekend. As he returned, C.H. and the other child asked Grimm if any of the food in the bag was for them, and where other local children were staying for the weekend. Grimm went inside, noted it was about 12:45 p.m., and turned on a football game before blacking out. He then stated that he “left the house, went down and picked up [C.H.] down at . way down at a little laundry mat." Once he got him in the car, Grimm recalled that C.H. asked to be taken to 7-Eleven, but instead Grimm took him behind a nearby motel and “forced sexual assault on him.” The officer recording Grimm's statement asked for clarification, resulting in the following exchange: [Officer]: What d... what... what do you mean you forced sexual assault on him? Grimm: I made, uh, . . . [Officer]: Did you make him place your privates in his mouth, is this how it happened? Grimm: Yes. The officers then asked Grimm what he used “in reference to make [C.H.] do this?” to which Grimm replied “I, uh, the carpet cushioning knife, I use at work” before explaining that he did not actually pull the knife out, but rather just “tapped [C.H.] and said, 'If you don't, you may have a taste of that”” in reference to the knife. Grimm then explained that he “grabbed [C.H.'s] head forced it and [he] ejaculated” at which time C.H. "started choking and coughins [sic]." An officer asked "[y]ou ejaculated in his mouth?” and Grimm clarified 8 This is the first time police recorded any of Grimm's statements since he entered their custody earlier that afternoon. 9 These children are referred to as Skipper and Jamie. Based on the context of the statement it seems they may be Grimm's own children or the children his wife babysat, but that is unclear. - 4-

“Yeah. Started choking and coughing and then looked like he passed out right there in the seat. And, I thought he was... you know, I at first didn't know what was going on.” Unsure of C.H.'s condition, Grimm reported that he didn't think nothing was wrong with [C.H.] at this time, so [he] proceeded. . . to the Seven-Eleven on Buford Road as [he] was passing by State Police Headquarter's turn road, tried to wake [C.H.] up, really panicked worse, slowed down, got ready to pull in, saw a bunch of cars and [he] decided [he] better keep going, proceeded to go down Buford Road and Jugenot, Hugenot Road down to Riverside Drive, where [he] dump the body in the river, took off, came . . . took the other way out to come up on Forest Hill Avenue and . . . Proceeded home. After returning to his apartment Grimm resumed watching TV. When a neighbor informed him C.H. was missing he joined the search for C.H. Finally, the officers confirmed several of the details of the route Grimm led them on earlier in the interview-prior to this recorded portion—before asking him to confirm details of how he disposed of the body. Grimm informed the officers that he stopped the car in a little inlet [by the river], got out, covered [C.H.] up with a pea coat to make it look like a maimed animal or something, [he] was getting rid of, [he] can't exactly tell () if [he] went down to the river, or threw [C.H.] from the top of a cliff there. . . . [W]hen [he] did that, . . . [he] whipped the pea coat back and [he] ran and jumped back in the car, took off. The officers proceeded to ask Grimm if he slipped on the embankment, which he confirmed he did, and then he explained that he also tore his shoe and his socks got wet as a result. 10 Worth noting, this recorded confession makes no reference to the alcohol or drugs found in C.H.'s system, nor did it provide any new 10 This exchange with the officer was as follows: [Officer]: Did you tell us you almost slipped on . . . Grimm: I slipped. [Officer]:... the embankment? Grimm: Almost slipped on the embankment or some hard surface, I remember that. [Officer]: Okay. Grimm: Cause, I tore my shoe open. -5-

geographic information to the police. Indeed, the local media had already extensively discussed where the body was located. On March 10, 1976, in light of this confession, and in exchange for the Commonwealth agreeing not to seek the death penalty in this case, Grimm pleaded guilty to murder, sodomy by force, and abduction with the intent to defile.¹¹ Importantly, Virginia law did not permit the death penalty for this type of offense at that time. 12 The circuit court accepted the guilty pleas subject to a factual basis shown by the evidence. Evidence Presented to the Circuit Court On March 15, 1976, the circuit court heard the Commonwealth's evidence against Grimm. At this hearing, in addition to testimony from the law enforcement personnel who obtained Grimm's confession and the confession itself, the Commonwealth presented forensic evidence that was submitted to the State Laboratory and analyzed by Forensic Scientist Mary Jane Burton. This evidence included Burton's lab report with results from testing several hairs found in Grimm's car on the floorboards and on a child's sock therein, as well as on a pea coat found in his apartment. She tested swabs of the pharynx, epiglottis, esophagus, nasal passage, and oral cavity taken during the autopsy and a towel recovered from Grimm's car that had a stain indicating the presence of seminal fluid. The medical examiner who performed the autopsy also testified as to her autopsy results and the presence of spermatozoa and a “thick white gelatinate material” in C.H.'s mouth. Per Burton's lab reports and lab notes, she performed hair comparisons on all hair samples submitted and tested swabs from the autopsy and towels recovered from Grimm's car for the 11 presence of sperm. From The writing specifically states: “I understand that as indicted, but particularized by the Commonwealth after negotiations, the maximum punishment is life imprisonment; that is, the Commonwealth will not pursue any conviction under Section 18.2-31, the so-called capital punishment section." 12 At the time Grimm was charged, the death penalty was only available in three circumstances: (1) the "willful, deliberate and premeditated killing of any person in the commission of an abduction . . . when such abduction was committed with the intent to extort money, or a pecuniary benefit;” (2) the "willful, deliberate and premediated killing... for hire;” and (3) the “willful, deliberate and premediated killing by an inmate in a penal institution." Code § 18.2-31 (1975). -6-

these hair comparisons, Burton determined that three hairs recovered from the front seat and floorboard "[were] consistent with head hair samples from [C.H.],” that the child's sock recovered from the front seat “appeared to be smaller than the sock from [C.H.], but [the single] hair recovered from the sock was consistent with samples from [C.H.],” and that the four hairs recovered from the Navy peacoat found at Grimm's home were "consistent with samples from [C.H.].” Finally, with regard to the hair, Burton concluded that "[n]one of the hairs found consistent with the samples of [C.H.] were in any way similar to samples from [Grimm].” Burton's tests of the swabs taken from the autopsy indicated the presence of spermatozoa Type O. Her test of a stain on a towel recovered also indicated “the possible presence of seminal fluid" but the amount present-if any- -was insufficient for typing. Lastly, Burton's lab report stated that "[t]ests on [Grimm's] saliva indicate the secretions are type A.”13 After hearing this forensic evidence, combined with testimony from the officers who obtained Grimm's confession, the circuit court accepted Grimm's guilty pleas on all three counts and sentenced him to life in prison on the murder and abduction charges, plus 10 years on the sodomy charge." Petition for a Writ of Actual Innocence¹ 15 14 In his Petition for a Writ of Actual Innocence, Grimm submits DNA analysis of the hairs, swabs, and stain on the towel recovered from his vehicle, analysis of the autopsy's toxicology report, and research and analysis alleging his confession was coerced. Each is discussed in turn. 13 A person with Type A blood produces both A and H antigens, whereas a person with Type O blood only produces H antigens. If a person is a secretor, they secrete their antigens into other bodily fluids such as their semen or saliva. A non-secretor does not exhibit antigens in bodily fluids other than their blood. Laura Dean, Blood Groups and Red Cell Antigens 25 (2005). 14 The circuit court imposed the life sentence for the murder charge only; the other life and 10 years' incarceration sentences were suspended. 15 The Commonwealth joins Grimm's conclusion that the petition's scientific evidence is new, material, and not merely cumulative. Further, while the Commonwealth agrees the false confession analysis and expert report is newly discovered, it does not agree that it is material because the expert's opinion concerns Grimm's credibility and reliability and therefore invades the province of the fact finder. -7-

A. DNA Recovered from the Hair In 2011, the Virginia Department of Forensic Science ("DFS") performed DNA analysis of the eight hairs previously attributed to C.H. DFS used sequencing chemistry and linear array hybridization to analyze and compare mitochondrial DNA of the hairs previously tested by DFS in 1976 to the samples taken from C.H. From this analysis, DFS could exclude C.H. as the source of the hair from the sock, three of the four hairs from the Navy peacoat, and two of the three hairs from the front seat and floorboard of Grimm's car. As a result of this 2011 testing, DFS excluded C.H. as the source of six of the eight hairs. Testing of one of the hairs from the front floorboard was inconclusive due to a DNA base pair difference. Similarly, one of the hairs from the peacoat did not contain sufficient mitochondrial DNA to make a meaningful comparison. In 2023, these remaining two hairs were tested by Mitotyping Technologies. 16 Mitotyping Technologies also compared the mitochondrial DNA of both the remaining hairs with the sample from C.H.17 From this analysis, C.H. was excluded as the source of both hairs. Further, both hairs were determined to be from different sources. In sum, Grimm's petition submits DNA testing excluding C.H. as the source of all eight hairs. 18 16 In 2020 the General Assembly modified Code § 19.2-327.1 to permit testing by private laboratories. See 2020 Va. Acts ch. 1282. 17 Because the available DNA in the hair samples was “minimal and degraded" Mitotyping Technologies used an “ancient DNA approach” which resulted in partial mitochondrial DNA profiles for all tested hairs. 18 Grimm's petition also asserts that the type of hair comparison used in this case has since been scientifically debunked. See Stevens v. Chapman, No. 3:20cv352, 2021 U.S. Dist. LEXIS 61913, at *60 (E.D. Va. Mar. 30, 2021) (“microscopic hair comparison has been deemed scientifically invalid"); see also National Academy of Science, Strengthening Forensic Science in the United States: A Path Forward at 161, https://www.ojp.gov/pdffiles1/nij/grants/228091.pdf (“In cases where there seems to be a morphological match (based on microscopic examination), it must be confirmed using mtDNA analysis; microscopic studies alone are of limited probative value."). Because the DNA evidence here is sufficient on its own to exclude C.H. as the hairs' source this Court does not reach the question of the reliability of the science of hair comparison. -8-

B. DNA Recovered from the Autopsy Swabs In 2002, DFS conducted DNA analysis of the swabs taken during the autopsy. This analysis “eliminated [Grimm] as a possible contributor of the genetic material detected in” the swabs taken from the epiglottis, the esophagus, the oral cavity, and the non-sperm fractions of the pharynx swabs. This testing further allowed DFS to determine that the DNA contained on these swabs originated from the same source. These tests were inconclusive as to the source of the sperm fractions of the pharynx swabs and therefore could not eliminate Grimm. In 2012, Orchid Cellmark retested the swabs as well as developed a DNA profile for C.H. himself. These tests found no spermatozoa or evidence of seminal fluid. Importantly, these tests indicated none of Grimm's DNA in the samples. In 2017, due to these conflicting reports from DFS and Orchid Cellmark as to the presence of sperm in C.H.'s mouth, Forensic Analytical Sciences, Inc. ("FAS”) examined the swabs themselves under high powered microscopes. This analysis considered the amount of sperm and consequently DNA—that would be anticipated to be recovered on an oral swab performed during an autopsy. This report considers the degrading effect of bacteria in the human mouth, as well as the rate at which epithelial cells degrade compared to sperm cells. This report also notes that “[o]nce [a] swab . . . [is] dried and stored appropriately, even at room temperature, the cellular material is effectively preserved for perpetuity.” FAS reported the presence of epithelial cells on the swabs and noted the absence of sperm cells. Because cellular material essentially stops degrading when swabbed, the presence of epithelial cells indicates that if sperm cells had ever been present they would have also been preserved in the swabs. Based on these findings, the FAS report concludes that "the observation of sperm on any of these same specimens. . . in 1975 must be mistaken." C. The Towel Recovered from Grimm's Car In 2003, the towel recovered from Grimm's car and allegedly containing seminal fluid was sent to DFS for DNA testing. DFS concluded that there was "[n]o blood or seminal fluid. . . observed on the towel." -9-

Further, DNA testing was attempted but “[n]o human DNA was detected [in these samples] and no typing results were obtained." D. Toxicology Report Analysis The 1975 autopsy contained a toxicology report indicating the following in C.H.'s system at the time of his death: "0.12% ethanol wt/vol.; [and] 0.6 mg% chloroxazazone” in C.H.'s blood, “0.13% ethanol wt/vol.; 1.5 mg% chloroxazazone" in C.H.'s liver fluid, and “5.5 mg acetaminophen; 130 mg chloroxazazone; and 0.41 ml of 100% ethanol” in C.H.'s stomach. In 2023, Dr. Jeffrey Brent, a board-certified medical toxicology physician with a Ph.D. in biochemistry, reviewed the toxicology reports developed during the autopsy of C.H. In conducting this review, Dr. Brent considered the quantities of the substances present in C.H.'s system, the amount of food identified in his stomach, and his physical size. When all these factors are taken together, Dr. Brent concluded it was more probable than not that C.H. ingested the alcohol, chlorzoxazone, and acetaminophen within 90 to 150 minutes of his death. Dr. Brent further notes that based on “the significant difference in the concentrations of alcohol in the blood, organ fluids and bile compared to the quantity found in the gastric contents" the alcohol was likely absorbed into the system pre-mortem. While he does recognize that it would be physically possible for C.H.'s body to have reached those concentrations within 45 minutes, it is unlikely here based on the amount of food found in C.H.'s stomach. 19 E. Grimm's Confession Finally, Grimm's petition cites multiple articles detailing the relatively recent scientific study into false confessions. See Brandon L. Garrett, Contaminated Confessions Revisited, 101 Va. L. Rev. 395, 420 (2015); Saul M. Kassin et al., Police-Induced Confessions: Risk Factors and Recommendations, 34 L. Hum. Behav. 3, 14 (2010); Richard A. Leo et al., Bringing Reliability Back In: False Confessions and Legal 19 In reviewing Dr. Brent's opinion, the Commonwealth consulted a DFS forensic toxicologist. The DFS toxicologist stated that the ethanol concentrations could have occurred between 60 and 120 minutes, and potentially in as few as 30-45 minutes. The Commonwealth notes that this slightly contradicts Dr. Brent but does not refute his own report. Further, the Commonwealth recognizes Dr. Brent's opinion likely makes the proposed timeline from Grimm's confession an impossibility. - 10 -

Safeguards in the Twenty-First Century, 2006 Wis. L. Rev. 479, 514 (2006); Gisli H. Gudjonsson, The Science-Based Pathways to Understanding False Confessions and Wrongful Convictions, 12 Frontiers Psychol. Feb. 2021. Further, Grimm presents a report from Dr. Richard Leo, Ph.D., J.D. Dr. Leo is a subject matter expert in false confessions and reviewed both the content and context of Grimm's confession. DECISIONAL STANDARD "A person seeking a writ of actual innocence faces a daunting task; the process begins not with a presumption that a petitioner is innocent, but rather, that he or she is guilty." Haas v. Commonwealth, 74 Va. App. 586, 624 (2022); see also Tyler v. Commonwealth, 73 Va. App. 445, 459 (2021) (recognizing that this Court begins "with the presumption that [petitioner]'s conviction, the result of a full criminal trial that has been affirmed on direct appeal, is correct”). “Because the petition is filed with us in the first instance, we are not reviewing a judgment below in the traditional appellate sense, and consequently, there is no appellate standard of review to apply." Tyler, 73 Va. App. at 458. "Rather, actual innocence petitions 'present[] one of the rare situations in which the General Assembly has charged an appellate court with engaging in factual 222 evaluation." Id. (alteration in original) (quoting Dennis v. Commonwealth, 297 Va. 104, 127 (2019)). Therefore, “[s]itting ‘as a court of original jurisdiction[,]' we have ‘the same authority to weigh and evaluate documentary and physical evidence as a trial court would have.” Id. at 458-59 (second alteration in 999 original) (quoting Haas v. Commonwealth, 283 Va. 284, 292 (2019)). In exercising such jurisdiction, this Court must consider “the record of any trial or appellate court action," Code § 19.2-327.11(D), and “the petition, the response by the Commonwealth, previous records of the case, the record of any hearing held under this chapter, and, if applicable, any findings certified from the circuit court pursuant to an order issued under this chapter[.]" Code § 19.2-327.13. The purpose of this review is “to allow us to perform the fact- finding function the General Assembly assigned us in the statutory scheme-determining whether the petitioner has produced sufficient new evidence to establish the statutory requirements to the requisite level of proof to warrant overturning a presumptively valid conviction." Tyler, 73 Va. App. at 459. - 11 -

To successfully obtain a writ of actual innocence “the petitioner must present 'new' evidence" of his innocence. Parson v. Commonwealth, 74 Va. App. 428, 440 (2022) (quoting Tyler, 73 Va. App. at 463). To be considered "new," the petitioner "must prove both that [the evidence] was previously unknown or unavailable to him and that it could not have been discovered or obtained by the exercise of diligence within twenty-one days after the entry of final judgment.” Id. (emphasis added) (citing Code § 19.2-327.11(A)(iv)(a), (vi)(a)). Additionally, such evidence must be material and not “merely cumulative, corroborative, or collateral.” Code § 19.2-327.11(A)(vii), (viii).20 Finally, the petitioner must establish that when his “new” and “material” evidence is “considered with all of the other evidence in the current record, [it] will prove that no rational trier of fact would have found proof of guilt... beyond a reasonable doubt." Parson, 74 Va. App. at 441 (alteration in original) (quoting Code § 19.2-327.11(A)(vii)). “The petitioner must prove all these elements by a 'preponderance of the evidence.”” Id. (quoting Tyler, 73 Va. App. at 461).21 ANALYSIS I. Changes in the law permit Grimm to bring this petition. Before addressing the merits of Grimm's petition, this Court must assure itself that it has jurisdiction. Johnson v. Commonwealth, 72 Va. App. 587, 595 (2020). Code §§ 19.2-327.10 and -327.11(A) confer upon this Court jurisdiction over petitions for actual innocence based on non-biological evidence as well as over petitions involving both biological and non-biological evidence. 22 Here, Grimm's newly discovered evidence consists of both non-biological evidence―recent developments in the science of false confessions and new 20 Code § 19.2-327.11(A)(vii), (viii) specifically state “(vii) that the previously unknown, unavailable, or untested evidence is material ... (viii) that the previously unknown, unavailable, or untested evidence is not merely cumulative, corroborative, or collateral.” 21 “[T]he preponderance standard is satisfied when the evidence convinces a factfinder that a particular fact in dispute was ‘more probable than not.”” Parson, 74 Va. App. at 441 (alteration in original) (quoting Tyler, 73 Va. App. at 461). 22 The Supreme Court of Virginia has original jurisdiction over petitions based on biological evidence alone. See Code § 19.2-327.2 et seq. -12-

toxicology analysis of C.H. based on advances in science—and biological evidence in the form of new DNA analysis of materials recovered from the scene. But the jurisdictional analysis does not stop there. Prior to July 1, 2020, the fact that Grimm pleaded guilty to the crimes and that he had previously filed a petition in the Supreme Court for a writ of actual innocence would have prevented this Court from exercising jurisdiction to review the instant petition. The General Assembly amended Code § 19.2-327.10 in 2020 to remove those limitations. See 2020 Va. Acts chs. 993, 994; Johnson, 72 Va. App. at 595 (recognizing the 2020 changes to the actual innocence statute). As a result, Grimm's prior guilty pleas and multiple petitions do not interfere with this Court's jurisdiction over the current petition. Therefore, because Grimm has presented new non-biological evidence in his petition and because the law no longer divests this Court of jurisdiction, this Court properly has jurisdiction to consider the merits of Grimm's petition. II. Grimm's petition presents new, material evidence that is not merely cumulative, corroborative, or collateral. Turning to the merits of Grimm's petition, this Court now considers if he has presented new and material evidence of his innocence that is not merely cumulative, corroborative, or collateral. A. The evidence is new. "Petitions for actual innocence require 'new' evidence." Tyler, 73 Va. App. at 463. Evidence is new if it “was previously unknown or unavailable to the petitioner or his trial attorney of record at the time the conviction . . . became final in the circuit court,” and “is such as could not, by exercise of diligence, have been discovered or obtained before." Code § 19.2-327.11(A)(iv)(a), (vi)(a). For the following reasons, Grimm has satisfied these statutory requirements. The first piece of new evidence Grimm presents is the DNA testing of the hairs, autopsy swabs, and towel that formed the forensic evidentiary basis for the circuit court accepting his guilty pleas. When Grimm pleaded guilty in 1976, DNA testing was not scientifically possible. See John M. Butler, Fundamentals of Forensic DNA Typing, National Inst. of Standards and Tech. at 4 (2010) (“DNA typing (profiling) as it is now - 13 -

known, was first described in 1985."). Further, DNA testing was not recognized in Virginia courts as scientifically reliable and admissible evidence until 1989. See Spencer v. Commonwealth, 238 Va. 275 (1989) (finding that DNA evidence is reliable and affirming the trial court's admission of such evidence). The DNA evidence Grimm submits for this Court's consideration was undeniably unknown to Grimm, his counsel, and the trial court when he pleaded guilty. And no amount of diligence would have enabled him to find such DNA evidence before his convictions became final. Under such circumstances, the DNA evidence Grimm presents now is indeed "new" evidence. The toxicology report prepared by Dr. Brent in 2023 is also new evidence. That report did not exist in 1976 and, as the report itself acknowledges, the process of determining if alcohol was absorbed pre- or post- mortem was not developed until the early 1980s. Just like the DNA evidence discussed above, the toxicology report and the scientific process used to generate it were previously unknown and could not have been discovered before Grimm's convictions became final. Consequently, Dr. Brent's report constitutes “new evidence." As for Grimm's confession, the research and report he submits regarding police coercion are new. First, Grimm presents a body of social scientific research indicating that scientific understanding of false confessions was not researched until at least the mid-90s, see Saul M. Kassin et al., On the General Acceptance of Confessions Research, 73 American Psychologist 63, 64-65 (2018), with the seminal paper on the topic being published in 2010. Saul M. Kassin et al., Police Induced Confessions: Risk Factors and Recommendations, 34 L. Hum. Behavior 3 (2010). Just as with DNA testing, the science of false confessions was not understood until well after Grimm's confessions in 1976. Second, it appears that the expert report was prepared for this petition. Because of its recent preparation, and due to the recent developments in the understanding of false confession, this report could not have been discovered or produced at the time of the convictions. Therefore, this evidence could not have been discovered or opined upon at that time, regardless of due diligence by Grimm or his attorneys. Accordingly, the false confession evidence qualifies as "new evidence." - 14 -

B. The evidence is material. This Court next considers whether Grimm has shown that his newly submitted evidence “is material and, when considered with all the other evidence in the current record, will prove that no rational trier of fact would have found proof of guilt . . . beyond a reasonable doubt.” Tyler, 73 Va. App. at 462 (alteration in original) (quoting Code § 19.2-327.11(A)(vii)). To be material, evidence must “relate[] to a matter that is properly at issue in [this] case.” Bush v. Commonwealth, 68 Va. App. 797, 806 (2018) (quoting Turner v. Commonwealth, 282 Va. 227, 250-51 (2011)). Code § 19.2-327.11(A)(vii) requires this Court “to examine the probative force of the newly presented evidence in connection with the evidence of guilt adduced at trial.” Haas, 74 Va. App. at 631 (quoting In re Watford, 295 Va. 114, 124 (2018)). Under that standard, this Court must determine whether any rational trier of fact would have convicted Grimm after viewing his new evidence in combination with all the other evidence in the record. See Bush, 68 Va. App. at 807-08 (requiring this Court to “examine the likelihood of a reasonable [fact finder] finding [Grimm] guilty beyond a reasonable doubt once all of the evidence has been fairly considered” (quoting Watford, 295 Va. at 124)). “It is not enough for a petitioner to merely establish the existence of some conflicting evidence that introduces the possibility of reasonable doubt.” Id. at 808 (quoting Watford, 295 Va. at 124). Rather, Grimm must “establish such a high probability of acquittal, that this Court is reasonably certain that no rational fact finder would have found him guilty.” Id. (quoting Watford, 295 Va. at 124). Grimm's new evidence is material because it severs the alleged connections between him and C.H.'s murder. To be material under Code § 19.2-327.11(A)(vii), evidence must be true. “Manifestly, evidence that is false cannot be ‘material' under the terms of the statute." Knight v. Commonwealth, 71 Va. App. 492, 508 (2020) (quoting Carpitcher v. Commonwealth, 273 Va. 335, 345 (2007)). Here, Grimm presents evidence that not only supports his claim of innocence but that also renders the Commonwealth's evidence false and thus unable to sustain Grimm's uncorroborated confession. The physical evidence linking C.H. and Grimm in 1976 rested largely on the eight hairs recovered from Grimm's car and home, which purportedly belonged to C.H. The new DNA evidence, however, - 15 -

definitively shows that C.H. is not the source of those hairs. Next, the Commonwealth's theory as to C.H.'s manner of death in 1976 was asphyxiation from semen left in the back of his throat after Grimm forced C.H. to perform oral sex on him. The new evidence Grimm presents to this Court not only proves that Grimm's DNA was not recovered from any of C.H.'s orifices, but also excludes the presence of any semen from C.H.'s mouth and throat. Finally, Dr. Brent's toxicology report indicates that the Commonwealth's timeline for the offense the 75 minutes derived solely from Grimm's confession—would not have been sufficient time to allow C.H.'s body to absorb the amounts of alcohol recorded in the autopsy report. Viewed as a whole, this new evidence does not merely introduce the possibility of reasonable doubt. Rather, it eliminates all physical links between C.H. and Grimm, and undermines the alleged timeline of the offense. Further, when considered with the rest of the Commonwealth's evidence, it casts considerable doubt on the autopsy report and therefore leaves Grimm's confession as the only evidence of his guilt. Turning to Grimm's confession, this Court must agree with the Commonwealth that Dr. Leo's report is not material because it opines as to Grimm's credibility and reliability in making his confession. This conclusion plainly invades the province of the fact finder at trial and thus is not appropriate for this Court to consider.2 23 Accordingly, Grimm's petition presents material evidence that, when considered together and against the whole of the trial court's evidence, is sufficient for this Court to reasonably believe that no rational fact finder would have convicted him. Indeed, when considered as a whole, there remains no inculpatory evidence by which Grimm would be found guilty beyond a reasonable doubt. C. No rational trier of fact would have convicted Grimm of these offenses. As discussed above, Grimm's new evidence negates the direct, forensic evidence upon which the Commonwealth relied to establish Grimm's guilt in 1976. Accordingly, the Commonwealth's only remaining evidence is Grimm's confession, the route he allegedly led the police on prior to his recorded confession, the 23 Because Grimm's uncorroborated confession alone is insufficient to support his convictions, see infra Section II.C, this Court does not consider the body of scholarship concerning false confessions. - 16-

peacoat he told the police about that was later found in his own apartment, and the shoe he allegedly tore while disposing of C.H.'s body. Considering this physical evidence first, the route, peacoat, and shoe do not indicate Grimm committed murder, abduction, or sodomy. And there is no independent source of evidence that confirms Grimm drove the route he said he did. Possessing a peacoat is not indicative of any crime. There is no witness to confirm Grimm tore his shoe disposing of the body, and the possession of a torn shoe is no indication of a crime. When taken together, this evidence is "just as consistent with non-commission of the offense as . . . with its commission.” Phillips v. Commonwealth, 202 Va. 207, 212 (1960). Finally, the Court considers Grimm's confession. In light of the foregoing discussions concerning Grimm's new evidence, there are no forensic links between Grimm and C.H., and the purported timeline of the offense does not fit. The other physical evidence—a peacoat and a torn shoe- -are not indicative of any crime. Similarly, the location to which Grimm led the police during his confession had already been well publicized in the news media. With all of this excluded from Grimm's confession, the Commonwealth's evidence is C.H.'s body-containing inexplicable levels of alcohol and drugs and a debunked mechanism of death and Grimm stating he did it—but on a different timeline, with no mention of providing C.H. substances of any kind, and in a manner proven to be incorrect. Indeed, the Commonwealth is left with a body and a man claiming responsibility without accurately describing any of this case's facts. Therefore, the confession by itself would not provide an adequate basis for a reasonable fact finder to convict. Accordingly, when Grimm's confession is “considered with all of the other evidence in the current record, [it] prove[s] that no rational trier of fact would have found proof of guilt. . . beyond a reasonable doubt.” Code § 19.2-327.11(A)(vii). D. The evidence is not merely cumulative, corroborative, or collateral. Finally, this Court considers whether Grimm's evidence is cumulative, corroborative, or collateral. Code § 19.2-327.11(A)(viii). “Cumulative testimony is repetitive testimony that restates what has been said already and adds nothing to it. It is testimony of the same kind and character as that already given." Bush, 68 - 17 -

Va. App. at 809-10 (quoting Massey v. Commonwealth, 230 Va. 436, 442 (1985)). Grimm's evidence does not restate anything presented to the trial court, but rather demonstrates that the Commonwealth's evidence excludes Grimm as the criminal agent. Therefore, this new and material evidence adds a great deal of value and is not cumulative. Corroborative evidence "is evidence that does not emanate from the defendant's mouth, does not rest wholly upon the defendant's credibility, but . . . adds to, strengthens, and confirms [the] defendant's testimony." Haas, 74 Va. App. at 629 (alterations in original) (quoting Bush, 68 Va. App. at 810). By negating "the evidence the factfinder relied upon to convict, the new evidence advances [Grimm's] claims of innocence without, in any way, depending on his testimony or evidence at trial.” Id. at 630. Grimm's new evidence stems from advanced scientific analysis of the Commonwealth's own evidence. It does not rely on Grimm's credibility, but instead on the credibility of the Commonwealth's evidence. Accordingly, this new evidence is not corroborative. "[C]ollateral evidence is evidence ‘from which no fair inferences can be drawn tending to throw light upon the particular fact under investigation."" Tyler, 73 Va. App. at 472 (alteration in original) (quoting Bush, 68 Va. App. at 810). Grimm's petition presents new evidence that directly attacks and discredits the evidence introduced against him. Indeed, Grimm's petition only responds to evidence that was used to support his guilty pleas; he does not address extraneous facts here. Accordingly, his evidence is not collateral. E. Grimm has met his burden of proof in this matter. As discussed above, a petitioner seeking a writ of actual innocence must present evidence that is both new and material, and he must establish that “when [such evidence is] considered with all of the other evidence in the current record, [it] will prove that no rational trier of fact would have found proof of guilt... beyond a reasonable doubt." Parson, 74 Va. App. at 441 (third alteration in original) (quoting Code § 19.2-327.11(A)(vii)). “The petitioner must prove all these elements by a ‘preponderance of the evidence."" Id. (quoting Tyler, 73 Va. App. at 461). Grimm has done that here. - 18 -

Grimm has shown by a preponderance of the evidence that the hairs linking him to this offense did not come from C.H. Further, he has shown that the DNA present on the autopsy swabs did not come from him and that the towel is entirely devoid of DNA. From the toxicology analysis, the Commonwealth's timeline of C.H.'s murder is not consistent with the amounts of substances found in C.H.'s system. Each of these newly established facts removes the entirety of the Commonwealth's physical evidence in this case. The only evidence remaining then is Grimm's confession. Notwithstanding the context and circumstances of the confession, Grimm's confession does not contain accurate information concerning the timeline of these crimes or the mechanism of death. Further, it omits any reference to the drugs and alcohol contained in C.H.'s system. Accordingly, no evidence remains upon which a rational trier of fact would find proof of Grimm's guilt beyond a reasonable doubt. For these reasons, this Court finds that Grimm is entitled to a writ of actual innocence. CONCLUSION In 1976, limited by forensic technology, the trial court accepted Grimm's guilty pleas and convicted him of the abduction, sexual assault, and murder of C.H. Since that time, Grimm has recanted his confession and presented newly discovered evidence of his innocence for this Court's consideration. Based on careful review of the record and newly discovered biological and non-biological evidence, this Court grants Grimm's petition and issues a writ of actual innocence vacating the challenged convictions. If there is no appeal from this judgment to the Supreme Court of Virginia, the clerk shall forward a copy of this writ to the Circuit Court of the City of Richmond where an order of expungement shall be entered immediately regarding the offenses at issue here. This order shall be published. A Copy, Teste: By: A. John Vollino, Clerk original order signed by a deputy clerk of the Court of Appeals of Virginia at the direction of the Court - 19 - Deputy Clerk

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Why users love our Essay Checker

Save time and upload your entire essay to fix it in minutes

Scribbr & academic integrity.

Scribbr is committed to protecting academic integrity. Our plagiarism checker , AI Detector , Citation Generator , proofreading services , paraphrasing tool , grammar checker , summarizer , and free Knowledge Base content are designed to help students produce quality academic papers.

We make every effort to prevent our software from being used for fraudulent or manipulative purposes.

Ask our team

Want to contact us directly? No problem.  We  are always here for you.

• Email [email protected]
• Start live chat
• Call +1 (510) 822-8066
• WhatsApp +31 20 261 6040

Frequently asked questions

Our Essay Checker can detect most grammar, spelling, and punctuation mistakes. That said, we can’t guarantee 100% accuracy. 

Absolutely! The Essay Checker is particularly useful for non-native English speakers, as it can detect mistakes that may have gone unnoticed.

The exact time depends on the length of your document, but, in most cases it doesn’t take more than a minute.