sensei ni sakubun no tensaku wo site moraimasita.

〜てもらいました means received the favor of someone doing something.

So:

• してもらいました = (I) had someone do it for me / (someone) did it for me
• In this sentence, it implies that the speaker benefited from the teacher’s action.

A very literal breakdown is:

• 添削をして = do the correction
• もらいました = received

So the whole pattern is:

• [person] に [action in て-form] もらう
• receive the favor of [person] doing [action]

This pattern often carries a feeling of appreciation or benefit, not just a neutral statement of fact.

In 〜てもらう, the person who does the action is usually marked by に.

So here:

• 先生に = from the teacher / by the teacher
• It marks the person from whom the speaker received the favor.

In other words:

• 先生に 添削をしてもらいました
• I had the teacher do the correction for me

This に is not the destination to from English. It marks the person involved in giving the favor.

作文の添削 is a noun phrase meaning the correction of a composition/essay.

Breakdown:

• 作文 = composition, essay
• 添削 = correction, revision, marking

The particle の connects the two nouns. It is often like of in English:

• 作文の添削 = essay correction / correction of the essay

So the thing being done is:

• 添削をする = to do correction(s)

Because の links nouns together.

Here it shows that the correction is related to the composition:

• 作文の添削 = the essay’s correction
• more natural English: correction of the essay / essay correction

This is a very common pattern in Japanese:

• 日本語の先生 = teacher of Japanese
• 本の名前 = the name of the book
• 作文の添削 = correction of the composition

So の is turning 作文 into something that modifies 添削.

Because 添削 is the direct object of する.

In Japanese, many nouns can combine with する to make a verb:

• 勉強する = study
• 運動する = exercise
• 添削する = correct / mark / revise

In this sentence, that verb is expressed as:

• 添削をして

So:

• 添削 = the correction
• を = marks it as the direct object
• する = do

Together: to do the correction

Because the pattern is verb in て-form + もらう.

The original verb here is:

• 添削をする = to correct

Its て-form is:

• 添削をして

Then we add もらいました:

• 添削をしてもらいました

This creates the meaning:

• had (someone) correct it for me
• received the favor of (someone) correcting it

So the て-form connects the action to もらう.

Yes, it is both polite and past tense.

• もらいました is the polite past form of もらう
• Plain form would be もらった

So:

• してもらいました = polite past
• してもらった = plain past

That means the action already happened.

The subject is omitted, but it is usually understood to be I or we, depending on context.

A natural interpretation is:

• (私は) 先生に作文の添削をしてもらいました。
• I had my essay corrected by the teacher.

Japanese often leaves out the subject when it is obvious from context. So even though 私 does not appear, listeners usually understand that the speaker is the person who benefited.

It usually suggests benefit and often a sense of appreciation.

That is one important difference between:

• 先生が作文を添削しました。 = The teacher corrected the essay.
• 先生に作文の添削をしてもらいました。 = I had the teacher correct my essay / The teacher corrected my essay for me.

The 〜てもらう version focuses on the speaker receiving that action as a favor or benefit. It does not always mean strong gratitude, but it often feels more personal and appreciative than a plain factual statement.

Yes, absolutely. That is actually a very common and natural way to say it.

Compare:

• 先生に作文の添削をしてもらいました。
• 先生に作文を添削してもらいました。

Both are correct.

The second version is often more straightforward because 添削する can directly take 作文 as its object:

• 作文を添削する = correct the essay

The version in your sentence uses the noun phrase 作文の添削 and then する, which is also grammatical and natural.

Both can describe someone doing something beneficial, but the viewpoint is different.

• 〜てもらう = focuses on the receiver
• 〜てくれる = focuses on the giver

For example:

• 先生に作文を添削してもらいました。

  • I had the teacher correct my essay.
  • viewpoint: I received the favor

• 先生が作文を添削してくれました。

  • The teacher corrected my essay for me.
  • viewpoint: the teacher did me the favor

In many situations, the overall meaning is similar, but the grammatical perspective changes.

Sometimes から can be used with もらう, but with actions done by a person, に is the standard and most natural choice.

For example:

• 先生に教えてもらいました。 = natural
• 先生から教えてもらいました。 = possible in some contexts, but less standard here

With physical things, から is very common:

• 先生から本をもらいました。 = I received a book from the teacher

With 〜てもらう for actions, learners should generally use に.

No, Japanese word order is fairly flexible, as long as the particles make the roles clear.

For example, these are all possible:

• 先生に作文の添削をしてもらいました。
• 作文の添削を先生にしてもらいました。

The first one is probably the most neutral and natural here.

Because particles like に and を mark each part’s role, Japanese does not depend on word order as much as English does. Still, some orders sound more natural than others, and the original sentence is very natural.

Because 先生 is not the grammatical subject being emphasized here. In this sentence, 先生 is the person who performed the action as a favor, and that role is normally marked with に in the 〜てもらう pattern.

If you used が, you would likely be making a different structure, such as:

• 先生が作文を添削してくれました。

Here:

• 先生が = the teacher is the subject
• 〜てくれました = did it for me

So:

• に fits 〜てもらう
• が fits 〜てくれる much more naturally

A helpful literal translation is:

• I received the teacher’s doing the correction of my composition.

That sounds unnatural in English, but it shows the structure well.

More natural translations are:

• I had the teacher correct my essay.
• The teacher corrected my composition for me.

The first is closer to the grammar of 〜てもらう, while the second sounds more natural in everyday English.