AI Essay Feedback for Research Papers

With Improve with AI on, the AI drafts feedback on long documents up to what your own AI key allows; longer documents take more time to process. The draft can apply your rubric criteria across the whole document, with annotations concentrated where they matter: the introduction (thesis quality), body sections (evidence integration), and conclusion (synthesis). The teacher still reads the paper — the draft organizes the review, it does not replace it, and it produces no scores.

The draft comments on thesis quality using your rubric's descriptors, looking at specificity (a clear, arguable claim rather than a broad topic statement), complexity (acknowledging nuance or counter-position), and coherence (whether the thesis accurately forecasts what the paper argues). A thesis like "Social media has both positive and negative effects on teenagers" could draw a drafted note about specificity. The teacher weighs that note, edits it, and makes the evaluative call.

No — the AI does not verify source credibility. It cannot access the internet or check sources against a database. It can note whether the Works Cited appears to meet mechanical requirements stated in the rubric (e.g., "minimum 3 peer-reviewed sources") by counting source types, and flag papers that may fall short — but evaluating actual source quality requires the teacher's (or librarian's) judgment.

Research papers often develop sub-claims across multiple sections that are meant to support the central thesis. The draft can map body sections to the thesis claims they appear to support, and note sections that address topics not announced in the thesis as possible organization issues. These structural observations are often invisible to the student and tedious for the teacher to chart by hand — the teacher confirms the map against the paper and decides what it means.

No. The tool has no plagiarism detection and no AI-writing detection — it drafts rubric-aligned feedback, nothing else. Institutions that need plagiarism screening should use a dedicated third-party plagiarism detection service; those services address a different problem than feedback drafting, and conflating the two is how students end up accused by an algorithm. Academic integrity determinations belong to instructors and institutional process.