Free Essay Grader and Checker

This free online essay checker scores your draft in your browser: paste text or upload a .docx/.pdf. Parsing happens on-device — the file never leaves it. Choose a mode and word limit, then run the check.

What you can enter

• Paste ≤20,000 characters, or upload a .docx/.pdf (≤10 MB, 30 pages)
• Mode: College application essay · Coursework essay · Research paper
• Word limit: defaults to 650 (Common App); presets for UC PIQ (350) and custom

How the rubric scores you Each sub-score is an integer 0–5; the five are summed and multiplied by four, so totals move in steps of four. Every signal is a count or a word-list match; no AI model reads your essay.

The full report adds all five one-line diagnoses and flags up to one issue per sentence, in this order: a cliché-list phrase, a filler opener ("there is," "it was," "basically," "in conclusion"), a sentence over 35 words, or two passive constructions in one sentence. Research-paper mode also flags a draft with no in-text citation such as (Author, 2023) or [1]. The full report opens once you send the one-line score summary by WhatsApp or email.

Sample 1 — College application essay (composite sample written by GradeDraft)

Every Saturday for four years, I opened Nasr's Bakery at five in the morning to help my uncle prep dough before the ovens woke the block up. For the first eighteen months I measured flour by scoop, not by weight, in a hurry to get to the shaping table. My uncle never corrected me out loud. He weighed my scoops on the digital scale, in front of me, until I watched the number swing from 210 grams to 340 grams to 180 grams over three mornings — the same recipe, three different breads.

The morning I finally weighed every scoop first, our baguettes held their crumb structure for the first time all winter. I remember standing at the cooling rack, cutting into a loaf that wasn't dense or gummy, just even, all the way through. My uncle didn't say much. He handed me the scale and told me to keep it.

That scale sits on my desk now, next to my calculus homework, and I use it the way I use a lab balance in chemistry: not because a teacher told me to, but because I know what happens to a result when you skip the step that feels slow. Precision isn't a trait I was born with. It's a discipline I built one weighed scoop at a time, on mornings when it would have been easier to guess.

When my robotics team's arm mechanism failed at regionals last spring, three teammates wanted to rebuild it overnight, guessing at tolerances to save time. I asked for forty minutes to measure the gear ratio against the spec sheet first. We found the error — a half-millimeter gap nobody had checked — and fixed it in ten minutes. I didn't win that argument because I was louder. I won it because I'd learned, at five in the morning in a bakery, that the slow step is usually the one that saves you.

Score: 80/100 — Strong (College application essay mode, Common App limit: 320 words in 4 paragraphs, inside the limit)

• Thesis and focus: 3/5 — the count reads only the opening paragraph and takes "…by scoop, not by weight…" as the claim (stance word "not"); nothing repeats it, and the close shares too few key words with the opening. The real claim, "Precision isn't a trait I was born with," is in paragraph 3.
• Structure and progression: 5/5 — four paragraphs of 80 words on average, three of four opening on a topic sentence, 2.5 transition words per paragraph.
• Evidence and specificity: 4/5 — 7 named specifics, 2.2 per 100 words: "Saturday," "Nasr's," "Bakery," the three weights and "I'd" (the capital-letter count takes it too); no unsupported evaluatives.
• Voice and originality: 5/5 — no cliché-list matches, no passive chains, sentence length 20 ± 11 words.
• Mechanics: 3/5 — 2 possible comma splices in 320 words ("…four years, I opened…" and "…in a bakery, that…"), both correct commas the pattern cannot tell from a splice; no run-ons or usage slips.
• Flags: 0 cliché · 0 filler openers · 2 long sentences (37 and 49 words) · 0 passive chains.

Sample 2 — Coursework essay (composite sample written by GradeDraft)

In today's world, it's important for students to understand money, and personal finance should probably be a required course before graduation, because a lot of students don't know how credit cards work or what a good interest rate looks like, and this is a problem that schools could fix pretty easily.

Many students graduate without knowing how to file taxes, and this can be a big problem for them later. Some schools offer personal finance as an elective, but electives don't reach every student, and the students who need it most are often the ones who don't sign up. It seems like the students who are already good with money are the ones who take the class, which kind of defeats the purpose, if you think about it.

There are a lot of reasons this matters. Credit card debt is a real issue for young adults, student loans are confusing, and budgeting is a skill a lot of adults say they wish they'd learned earlier. If schools required this course, more students would graduate with the tools they need, and that seems like a good use of the time schools have.

Some people might say the schedule is already full, that's a fair point. But other required classes, like health class, arguably cover material that's less immediately useful than compound interest, so there's room to make the case for a swap. Requiring the class wouldn't fix every financial mistake young people make, but it would give them a foundation, and a foundation is better than nothing, which is what most students currently get.

In conclusion, personal finance should be required because it's important and useful and would help students in the real world after they graduate.

Score: 68/100 — Competent (Coursework essay mode: 286 words in 5 paragraphs)

• Thesis and focus: 5/5 — the opening sentence is the claim (stance words "should," "because"), three more sentences repeat its key words, and the close returns to it. The count cannot see the hedges ("probably," "seems like") a human reader would mark down.
• Structure and progression: 4/5 — five paragraphs of 57 words on average, two of five opening on a topic sentence, 0.6 transition words per paragraph, a close that returns to the opening (3.5, rounded up).
• Evidence and specificity: 0/5 — no names or numbers at all; "a lot of," "a big problem," "a real issue" stand in for specifics.
• Voice and originality: 4/5 — one cliché-list match ("in today's world"), no passive chains, sentence length 26 ± 11 words.
• Mechanics: 4/5 — one run-on, the 51-word opening sentence. The count misses the splice in "…already full, that's a fair point," since its pattern skips the contraction "that's."
• Flags: 1 cliché · 2 filler openers ("There are…," "In conclusion…") · 0 long sentences · 0 passive chains; the 51-word opening sentence shows as the cliché flag, one flag per sentence.