What TA39 actually changes in your classroom
Not just faster feedback. Feedback students can understand, use, and act on.
Most AI tools optimize for speed. That is not the problem TA39 is built to solve.
The real question comes later:
Do students understand it? Do they use it? Does the writing improve?
Start with what you already use
Most rubrics work because you interpret them. AI doesn't. It follows what's written.
Upload the rubric you already use — PDF, document, or table — and TA39 extracts and structures it for review.
Optimize with AI Optimize with AI highlights the places where the rubric may be too vague, too overlapping, or too hard to apply consistently. Think of it as a rubric coach. It suggests. You decide.
"Humans can work around a fuzzy rubric. AI can't. It follows what's written, not what you meant."
Rubric — AP English Literature Essay
Optimize with AI suggests: Optimize with AI suggests: Criterion B "Evidence" Level 3 says "examples are sometimes well chosen" — vague. Try: "Provides 3-4 relevant examples with basic explanation of how they support claims."
Feedback Template — IB English Formative
# Structure: Criterion-Focused
# Tone: Encouraging but specific
# Grade level: 11th grade IB
Opening: "[Student], you're making solid progress with [skill area]..."
Per criterion:
"Here's what's working: [strengths with evidence]"
"Now, let's focus on: [growth area]"
"Try this: [specific next step]"
Closing: "Looking forward to your revision. Come see me [day] if you want to talk through it."
Your voice, at scale
Like giving instructions to a colleague who's helping you grade.
A feedback template tells TA39 how feedback should sound and what it should prioritize. It carries your tone, your structure, and your way of guiding students forward.
Start with a structure that fits the assignment, then shape the tone, level of detail, and next-step guidance. Add the phrasing and priorities that make the feedback feel like it came from a real teacher, not a system.
Preview the output before saving. If a student reads it and still does not know what to do next, the template needs more work.
"If a student reads this and doesn't know what to do next, the template needs work."
You are the evaluator, not the acceptor
TA39 generates drafts, not decisions.
Every piece of feedback is reviewed before a student sees it. But review does not mean simply accepting or rejecting what the system produced. It means evaluating it: is it accurate, fair, and usable for this student?
TA39 supports that review with a clear evaluation process: student focus, curriculum alignment, grade verification, teacher additions, and red flags. It takes time at first. That is part of the point.
This is also where the feedback becomes fully teacher-shaped. Add what the system cannot know: context, progress over time, a real breakthrough, or a note that connects the writing to the student behind it.
"TA39 can't know that this student just lost a parent. You can. That's why review isn't optional — it's the point."
Review & Transform
✓ Student-focus check
Quotes student's actual writing. Next steps are specific and actionable.
→ Teacher addition needed
Student showed significant growth since last essay. Add acknowledgment.
✓ Grade verified
Score matches rubric descriptor and student evidence. No adjustment needed.
Added by teacher: Added by teacher: "Zahra, this is a real step forward from your last essay — your thesis is much more focused and your evidence is doing real work now."
See whether feedback actually lands
Most tools stop at delivery. TA39 tracks uptake.
Run teacher-controlled revision cycles over as many rounds as the assignment needs. Each round preserves the draft, the feedback, and the rubric results.
Compare drafts side by side. Or use How this draft changed to see, criterion by criterion, what was asked in the last round, what the student appears to have addressed, and what still remains.
That makes it easier to answer the question that matters most: Did the student understand the feedback — and use it in revision?
Grades stay under teacher control. Posted only when you choose — from the latest round, or any round you select.
Revision Rounds — Maya Chen
How this draft changed
✓ Evidence — Addressed
Asked: "Add quotations to support claims."
This draft: Quotations added in paragraphs 2 and 4.
→ Evidence — Still needs work
Asked: "Explain how each quote supports the claim."
This draft: Explanations remain brief. Suggest expanding.
✓ Organization — Addressed
Asked: "Strengthen topic sentences."
This draft: Topic sentences now clearly signal the argument.
Works with your platform
Google Classroom
Canvas LMS
Standalone Web App
LTI 1.3 Certified
Students submit where they already work. Feedback returns to the same place. Nothing new to learn.
Works where your students already are
No new logins. No new workflows to learn.
TA39 connects with Google Classroom and Canvas through LTI 1.3, so students can submit where they already work and feedback can return through the same channel.
If LMS integration is not in place yet, the standalone web app supports the same workflow through direct upload.
Rubrics, templates, and assignment history carry across platforms, so the work teachers build does not have to be recreated later.
What TA39 is not
If the goal is a tool that writes feedback and moves on, this is not that.
TA39 is not a replacement for teacher judgment, and it is not a generic AI writing tool adapted for schools.
It is a system built to support how teachers actually assess writing — and to make feedback more likely to be understood, used, and carried into revision.
Feedback alone does not improve writing. Feedback that gets applied does.
Built for real classrooms
The product workflow is only part of what makes TA39 usable in practice. The rest is the structure around it: curriculum fit, professional learning, and support for real school implementation.
Curriculum-sensitive
IB criterion-referenced language, AP rubric categories, CBSE marking schemes, IGCSE command words. What counts as good feedback varies by curriculum — TA39 respects that.
Professional development included
TA39 includes a structured professional learning path: foundations before use, calibration during practice, and reflection after real classroom cycles. The goal is not just adoption. It is confident, thoughtful use.
AI feedback literacy
TA39 helps teachers build the judgment to evaluate AI-generated feedback, adapt it well, and keep their professional voice intact. The goal is not just efficiency. It is stronger feedback practice.
Handwritten work supported
Students can submit typed documents or handwritten work as PDF. OCR processes handwritten submissions, with best results in social science and factual writing.
Rubric library
Save rubrics that work. Reuse and adapt across terms, sections, and assignment versions. Build consistency without starting from scratch every time.
Teacher community
Share rubric approaches and feedback patterns with colleagues. Access best-practices guides grounded in teaching, assessment, and revision. Learn from a wider community of writing teachers doing similar work.
See it with your own assignments.
Start with the rubric you already use. Build a template that sounds like you. See what TA39 can do, where it helps, and where your judgment still matters.
Keep what works. Change what does not. You decide.