Academic programs and courses in Mexico often conclude with the elaboration of a thesis or a research proposal written by undergraduate and graduate students. In this process, students are advised by professors who spend time with them. Moreover, students’ works must satisfy a set of appropriate structural features pertaining to each section of a thesis. However, according to instructors’ experience, the theses exhibit a variety of errors ranging from misspellings to content faults. This research proposes a method to linguistically evaluate essential sections of proposal drafts. The goal is to help two kinds of undergraduate students: Bachelor and Advanced College-level Technician degrees. The method benefits students in their initial drafting, and teachers in their early reviewing. A four level assessment is proposed. The first stage focuses on the lexicon used by the student in his/her draft.