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Student Task Guide

Student Task Guide Page 2 of 32

Copyright © 2010 Pearson Education, Inc. or its affiliates. All Rights Reserved.

Introduction ......................................................................................................................................3 1. Logging In ....................................................................................................................................4 2. Selecting and Responding to Activities .......................................................................................5

2.1 The Select an Activity Window .............................................................................................5 2.2 Begin a New Essay.................................................................................................................7

3. Feedback Scoreboard .................................................................................................................13 4. Teacher Comments.....................................................................................................................27 5. Completing an Activity ..............................................................................................................29 6. Exiting Prentice Hall EssayScorer ............................................................................................31 7. Further Assistance ......................................................................................................................32



Introduction Prentice Hall EssayScorer is a Web-based service providing automatic assessment of essays. Prentice Hall EssayScorer provides students with immediate evaluation and tutorial feedback on responses to essay prompts. Teachers can use Prentice Hall EssayScorer to assign essay writing activities to students. Essays for many prompts included in Prentice Hall EssayScorer are scored both holistically and on six traits of writing: Ideas, Organization, Conventions, Sentence Fluency, Word Choice and Voice. Other prompts, including those created by teachers, are scored on general writing quality only. Good essays:

• Include an identifiable thesis sentence that tells the reader what the essay is about. • Include a body that supports the thesis with evidence. • Use details and examples to develop the main idea and make the points of the essay clear. • Present the writer as a reasonable, credible person. • Include a strong conclusion that wraps up the essay and summarizes the main points.

Prentice Hall EssayScorer also provides feedback on mechanical aspects of writing including spelling, grammar and repetition. This detailed feedback guides students as they revise their work. Backed by Research

• Prentice Hall EssayScorer scores agree with human rater scores better than human rater scores agree with each other.

• Prentice Hall EssayScorer scores correlate significantly higher with age and schooling than human scores do, a powerful demonstration of score validity.

• The accuracy and effectiveness of Prentice Hall EssayScorer has been positively evaluated by extensive field trials supported by the National Science Foundation and the National Board of Medical Examiners.

This document describes the Prentice Hall EssayScorer student interface including how to select an activity, submit a response, and obtain and utilize feedback. Clicking the symbol located throughout Prentice Hall EssayScorer provides students with quick, online access to basic interpretive and navigational assistance at any time. Let’s Get Started! Disclaimer: All data, including student, teacher, school names, location, grades and scores, and associated data are fictional and are modeled for sample purposes only; any form of familiarity is coincidental.



1. Logging In 1. Students open a web browser and navigate to the student URL found in the Getting Started with

Prentice Hall EssayScorer e-mail sent to your Prentice Hall EssayScorer school administrator.

2. The Student Login form is displayed. Students enter their ID and Password and then click the Let's Go button.

Student Login Form

Note: ID and Password are case sensitive.

3. The Select an Activity window is displayed as shown in Section 2.1.



2. Selecting and Responding to Activities

2.1 The Select an Activity Window

All activities assigned to the student's class are listed in the Select an Activity window as shown below. The activities for different classes are grouped together and separated by a horizontal gray bar displaying the class name.

Select An Activity Window

The Tries Left column reports the number of revisions the student can submit. For information on adjusting the number of revisions students can make, see the Teacher Tools Task Guide. The Teacher Comments column displays a message if the student's teacher has made any comments on the student's writing. Comment status is indicated by a combination of background color and text as follows:

New against a blue background indicates that the teacher has commented on the student's response to the activity but the student has not yet viewed the comments.

Viewed against a grey background indicates that the student has viewed the teacher’s comments.

Updated against a blue background indicates that the

teacher has modified the comments on the student's response to the activity but the student has not yet viewed the changes.

The Status column displays a message describing the student's progress on the particular activity. If the student has submitted one or more responses, the message describes his or her most recently scored response. Status is indicated by a combination of background color and text as follows:



Ready to Begin against a light gray background indicates that the student has not yet worked on the activity.

Started against a light blue background indicates that the student has saved a draft response for the activity but has not yet submitted the response for feedback.

Keep Working against either an amber or a red background indicates that the student should continue to revise their writing; amber, shown here, indicates less work remains than if the background were red.

Almost against a green background indicates that the student has nearly passed the activity.

Congratulations against a green background indicates that the student has passed the activity.

The display of these messages is influenced by the values of the passing thresholds for the activity as well as the Editing Tools feedback. For details on adjusting passing thresholds to make it easier or more difficult for students to pass, see the Teacher Tools Task Guide. When the student has exhausted the number of tries allotted for an activity, the display changes slightly as shown below.

Tries Left Detail on Select an Activity Window

A link entitled View Last Scoreboard will appear in the Essay Writing Activities column. By following this link, students can view the last feedback they received. The number zero will appear in the Tries Left column and the Status column will display a message indicating performance on the student’s final revision. These messages are again influenced by the values of the passing thresholds and are as follows:

A Difficult Activity against a red background indicates poor-to-fair performance. The student is having trouble passing the score categories in general and one or more in particular.

Good Effort against an amber background indicates fair-to-good performance. The student is having trouble passing some of the score categories.

Almost against a green background indicates good-to-very-good performance. The student is close to passing all of the score categories.

Congratulations against a green background indicates very-good-to-excellent performance. The student has passed all of the score categories.



Before getting started, students can get a quick tutorial on Prentice Hall EssayScorer, or review guidelines for good writing by clicking the appropriate links in the top pane.

Assistance Links on Select an Activity Window

2.2 Begin a New Essay 1. To begin working on an essay, the student selects one of the Essay Writing Activities by clicking the

name of the prompt.

Selecting an Essay Writing Activity

2. The Write Your Essay window opens. A guide to the contents of the window follows the picture below.



Essay Writing Form

Writing a Good Essay Students can click this link to view guidelines for writing an essay. Tries Left This number indicates the number of remaining times a student can submit a response for scoring. Initially this value will reflect the default for this activity. See Section 3 for details on its value after subsequent submissions. User The student’s login ID. Prompt The name of the prompt followed by the prompt itself. Expected Essay Length Suggested length guidelines for this activity. The preferred length can be adjusted using the Settings Tool as described in the Teacher Tools Task Guide.



Essay Input Box Students enter their essays here. They can type it in directly or cut and paste it in from another application. Get Feedback Students click this button to submit their essay for scoring. Save Essay Clicking this button saves the current essay draft and confirms that the essay is saved. Essays are also saved with every button click in Prentice Hall EssayScorer. Empty responses are not saved. If the essay input box is left blank, any button click will result in the message shown below.

Blank Essay Warning Box

Check Spelling Students can request a spell check by clicking the Check Spelling button before submitting their response for scoring. For explicit instructions on using the Spelling tool, see Section 3. Format for Printing Clicking this button opens a new window containing a double-spaced version of the student's essay. Students can print their essays by clicking the Print button on this page. This feature provides a way for students to print a copy of their response to hand in.

Essay Formatted for Printing



View Your Essays The View Your Essays tool allows students to see their essay revisions. After the student has either saved or submitted one or more essays for feedback, the View Your Essays button appears as shown below.

Accessing Previous Essays from Essay Scoreboard

Clicking View Your Essays opens the Your essays window. It lists all of the student's essays for the current prompt, with the most recent essay first. As shown in the figure below, a student’s essays are ordered by time along with their status indicated using a combination of background color and text as follows:

Not Saved against an amber background indicates that the student has unsaved changes in the current draft.

Saved against a green background indicates the last essay saved by the student, but not yet submitted for feedback.

Scored against a blue background indicates an essay that the student has submitted for feedback. The feedback scoreboard that the student received for that essay is also displayed. See Section 3 for details.



Your Essays Window



In addition to viewing the list of essays, the student can select any of the essays to make it his or her current working draft by clicking on the button adjacent to the essay. The button to the right of the student's current essay is named Keep Essay. Clicking this button closes the Your essays window so the student can continue working. The button to the right of each saved or scored essay is named Use Essay. Clicking this button updates the Feedback Scoreboard and allows the student to work on that draft of the essay. If the student selects a saved essay that has not been scored, the student's most recent scoreboard is displayed. Having the Your essays list available gives students the confidence to make substantive changes to their essays even if they only have a few tries remaining. For example, students can decide to rewrite the introductory paragraph of their essay. If they learn from their subsequent feedback that they now score lower, they can retrieve their previous essay and decide to make a different revision. See Section 3 for details on feedback.

Note: If students accidentally delete their current draft from the essay input box, the Your essays window is a good way to retrieve a recent copy of their work. Select New Activity Clicking this button returns the student to the Select an Activity page. This is useful if the student selected the wrong activity or is ready to go on to another assignment. Log Out Clicking this button logs the student out of Prentice Hall EssayScorer. Students should be encouraged to log out using this button rather than by closing their web browser window. Using browser controls rather than Prentice Hall EssayScorer controls can result in unpredictable application behavior.

3. Students can compose their essay directly in the essay input box provided, or cut and paste their

response into the box from another application. Students can then click the Get Feedback button to submit their essay for scoring, or utilize any of the other available options previously described.

Note: For students who are slow typists, it is a good idea to remind them to click the Save Essay button. If students type for 15 minutes without clicking any buttons, a dialogue box will appear urging them to save their work.



3. Feedback Scoreboard Prentice Hall EssayScorer presents feedback on essays to students using the Essay Scoreboard. The scoreboard appears after the student clicks the Get Feedback button. Students use feedback, presented in the top pane, to revise their response by editing it in the text box located in the bottom pane. A guide to interpreting the contents of this window and using the feedback to improve writing follows the example below.

Essay Scoreboard Report for an Activity with Six Traits of Writing - Top Pane



Essay Scoreboard - Bottom Pane

Scoreboard Header

User The student’s login ID.

Prompt The name of the prompt. Tries Left The remaining number of times a student can submit a response for scoring. It is updated with each response. The background color changes from green to amber when the student has one third or fewer tries left. The color changes to red when tries are exhausted for this activity.

Feedback On their first assessment request, students receive a general message about the quality of their essay like the one seen below.



Example of Feedback after First Submission

On subsequent attempts a message is provided in two situations. The first is a message of congratulations if the student has scored well on all score categories. The second occurs if the student's essay is highly unusual. For example, the essay may be excessively short or long or look like a set of keywords rather than an essay.

Scores and Length Proficiency by score category is indicated by the blue score bars. The goal is to lengthen the score bars toward and beyond the green vertical passing bar for each category while keeping the blue length bar firmly in the ‘good’ or green zone. The numbers above the bars indicate visually where the essay falls on the point scale while the numbers to the right give the score and range for that category. The passing thresholds and preferred length can be adjusted using the Settings Tool as described in the Teacher Tools Task Guide. Prentice Hall EssayScorer evaluates and scores the essay; in this example, both holistically (Overall) and on six traits of writing: Ideas, Organization, Conventions, Sentence Fluency, Word Choice and Voice. Each score category has a corresponding score bar. Clicking on a score category name opens a new window that allows students to read essay writing advice and annotated sample essays. The advice and annotations are specific to the score category and type of prompt that was selected. For example, if a student receives a score of 3 on the Ideas score category for an upper grade level prompt and clicks on the Ideas name, the following window is shown.

Feedback Summary Tab for an Ideas Score of 3 - Upper Grade Level Prompt



To see detailed advice, the student can click any of the links shown in the Feedback Summary or click the More Help tab. An example of the detailed advice is shown below:

More Help Tab for an Ideas Score of 3 - Upper Grade Level Prompt

The More Help pane is divided into a set of sub-categories relevant to the particular score category (Ideas, in the example case, above) and a content pane with detailed advice about the chosen sub-category. Students can click each sub-category to see detailed advice related to it. Clicking the Essay Examples tab displays an annotated sample essay for the selected score category and current student score as shown below.



Annotated Sample Essay for an Ideas Score of 3 - Upper Grade Level Prompt

The Sample Essay pane is divided into three areas. The left area is a column of colored annotation boxes describing problems with the sample essay. The right area is a column of colored annotation boxes describing positive aspects of the sample essay. The center area shows the sample essay with areas highlighted according to which of the annotation boxes has been selected. To select a different annotation box, the student simply clicks on its text. A new set of highlights, appropriate to the selected annotation, will be shown on the sample essay. For each score category, students may view annotated sample essays for each score point. For example, to see the essay and annotations for a score point of 4, the student clicks the tab labeled 4 points.

Annotated Sample Essay for an Ideas Score of 3 with Score Tab 4 Highlighted - Upper Grade Level Prompt

After reviewing the detailed advice and the suggestions provided by the Editing Tools discussed below, students can revise their response. With each submission after the first, an arrow will appear



over each score bar marking the student’s performance on their last scored response. Improvement can be gauged by how far the bar has moved beyond the arrow.

Previous Score Indicator on Score Bars for an Activity with Six Traits of Writing

Teacher Comments

Each line of the Teacher Comments section represents a set of comments from the teacher on one of the student's submitted responses. See Section 4 for more details.

Editing Tools

Prentice Hall EssayScorer considers three aspects of writing separately from the score: Spelling, Grammar and Repeated Content. A student’s performance with regard to each aspect is indicated by color and the words Poor, Fair, Almost or Excellent in the Status column of the Editing Tools section as presented in the legends below. Spelling

Status Number of possible misspellings

Poor 8 or more

Fair 3 – 7

Almost 1 – 2

Excellent 0 Grammar

Status Number of possible grammar errors

Poor 7 or more

Fair 3 – 6

Almost 1– 2

Excellent 0

Repeated

Status Percentage of sentences that are highly similar in meaning

Poor 30% or more

Fair 5 – 29.9%

Almost 0.1 – 4.9%

Excellent 0

Alerts of Poor, Fair and Almost are accompanied by specific suggestions for revision. Students access these suggestions by clicking the linked tool name. The student’s performance on spelling and grammar is also used in determining the student’s passing status for an activity. If the student has spelling or



grammar errors, he or she will not pass. A horizontal line in the display separates Spelling and Grammar from Repeated to indicate that they are evaluated differently. The Get Definition column provides a link for students to look up the definition of repeated. Students can use each Editing Tool to view revision suggestions for each tool, make changes, and return to the scoreboard as many times as they wish. The performance status message changes to Checked, as shown below, once a student has viewed the suggestions.

Checked Grammar Tool in Editing Tools Section Highlighted

In addition, a message reminding students that using the tools does not rescore their essay is displayed at the top of the scoreboard and above the revision text box when they return to the scoreboard page.

Essay Modified Message

Until the student clicks the Get Feedback button to update the scoreboard, an assessment attempt has not been used and the response will not be rescored.

Note: In some cases Prentice Hall EssayScorer's feedback and Editing Tools have an interconnected impact on student writing. For example, an effort to reduce repeated content will almost certainly reduce the length, and an effort to improve the Ideas score may introduce spelling errors.

Spelling Tool

The Spelling tool alerts students to potential spelling errors as described below. The behavior of the Spelling tool can be configured using the Settings Tool as described in the Teacher Tools Task Guide. For each activity, you can decide if you would prefer Prentice Hall EssayScorer to flag errors and provide suggestions, to flag errors without providing suggestions or to ignore spelling errors entirely.

1. To access the Spelling tool the student clicks the Spelling link in the Editing Tools area of the

Scoreboard.

Spelling Tool Link in Editing Tools Section Highlighted



2. The Spell Check window opens displaying the essay and indicating potentially misspelled words in red

with a dotted underline. Steps for correcting spelling are given in Step 3. A guide to the contents of the window follows the picture.

Modifying a Word in the Spell Check Tool


Prompt The name of the prompt.

Directions The text provides the number of possible misspellings in the student’s essay, the number of words he or she has chosen to ignore and instructions for correcting them.

Essay Box The student’s essay with potential misspellings in red and underlined. Check Spelling Clicking on the Check Spelling button submits the essay to Prentice Hall EssayScorer to be evaluated for spelling only. The page is refreshed to reflect new spelling feedback. This does not submit the essay for a score or use a revision attempt.

Exit Spell Check Returns the student to the scoreboard window. If the student has not yet asked for feedback, clicking this button will return the student to the essay input page.



Log Out Logs the student out of Prentice Hall EssayScorer. The essay will be saved if the student has made changes prior to clicking this button.

3. The first misspelled word is automatically selected and displayed in the spelling correction area, below

the text box. Students can type the correction into the box. They can also choose from a suggestion list if Prentice Hall EssayScorer is configured to return suggestions. See the Teacher Tools Task Guide for more details.

4. After correcting the spelling of the word, the student clicks the Apply button. The corrected word

appears in the body of the essay in blue as shown below. The student can click on the word to re-edit it if he or she made an error in its correction. The student proceeds to the next highlighted word by clicking on it and repeats these steps until all words have been corrected.

5. If the student believes that the highlighted word is spelled correctly, he or she can click the Ignore

button. This feature is useful in cases in which the student has used a word that Prentice Hall EssayScorer does not have in its dictionary (e.g. Xbox1). Clicking the Ignore button changes the color of the word in the text to blue, just as if a correction had been made. It also adds the word to the student's personal word list. Once a student indicates that a word should be ignored, it will be colored blue and not considered a misspelling in any future response of the student’s.

When the student clicks the Ignore button, its label changes to Stop Ignoring. Clicking the Stop Ignoring button changes the word back to being considered misspelled and removes the word from the student's personal word list. When the student clicks the Exit Spell Check button, any additions or deletions he or she has made to the temporary personal word list will be saved.

Spell Check Tool with Stop Ignoring Button Highlighted

6. When the student believes all words are spelled correctly, he or she can click the Check Spelling

button to recheck spelling. Alternatively, the student can click the Exit Spell Check button to return to his or her previous scoreboard and review other toolbox suggestions or submit the revision for a new score. Clicking Exit Spell Check also saves the student’s personal word list. When the student returns to the Scoreboard, the status for the Spelling tool will be changed to Checked.

1 Xbox® is a registered trademark of Microsoft Corporation



A student’s passing status for an activity is affected by the feedback from the Spelling tool. If there are spelling errors that the student has not indicated should be ignored, the student will not pass the activity.

Grammar Tool Prentice Hall EssayScorer's Grammar tool alerts students to potential grammar errors as described below. The behavior of the Grammar tool can be configured using the Settings Tool as described in the Teacher Tools Task Guide. For each activity, you can decide if you would prefer Prentice Hall EssayScorer to flag errors and provide suggestions, to flag errors without providing suggestions or to ignore grammar errors entirely.

1. To access the Grammar tool, the student clicks the Grammar link in the Editing Tools area of the

Scoreboard.

Grammar Tool Link in Editing Tools Section Highlighted

2. The Grammar Check window opens displaying the essay and indicating potential errors in red with a

dotted underline. Steps for correcting grammar are given in Step 3. A guide to the contents of the window follows the picture.

Modifying a Word in the Grammar Check Tool




Prompt The name of the activity.

Directions The text provides the number of possible errors in the student’s essay, the number of phrases he or she has chosen to ignore and instructions for correcting errors.

Essay Box The student’s essay with potential grammar errors in red and underlined.

Check Grammar Clicking on the Check Grammar button submits the essay to Prentice Hall EssayScorer to be evaluated for grammar only. The page is refreshed to reflect new grammar feedback. This does not submit the essay for a score or use a revision attempt.

Exit Grammar Check Returns the student to the scoreboard window.


3. The first ungrammatical phrase is automatically selected and displayed in the grammar correction area below the essay box. Students can type the correction into the box. They can also choose from a suggestion list if Prentice Hall EssayScorer is configured to return suggestions. See the Teacher Tools Task Guide for more details.

4. After correcting the grammar error, the student clicks the Apply button. The corrected text appears in the body of the essay in blue as shown below. The student can click on the text to re-edit it if he or she made an error in its correction. The student proceeds to the next highlighted section by clicking on it and repeats these steps until all grammar errors have been corrected.

5. If the student believes that the highlighted phrase is grammatically correct, he or she can click the

Ignore button. This feature is useful in cases in which Prentice Hall EssayScorer has incorrectly marked a phrase as being in error. In particular, non-standard uses of commas can cause this to occur. Clicking the Ignore button changes the color of the phrase in the text to blue, just as if a correction had been made. It also adds the phrase and grammar rule to the student's personal grammar item list. Once a student indicates that a phrase should be ignored, it will be colored blue and will not be considered ungrammatical in any future response of the student’s.

When the student clicks the Ignore button, its label changes to Stop Ignoring. Clicking the Stop Ignoring button changes the phrase back to being considered ungrammatical and removes the phrase from the student's personal grammar item list. When the student clicks the Exit Grammar Check button, any additions or deletions he or she has made to the temporary grammar item list will be saved.



Grammar Check Tool with Stop Ignoring Button Highlighted

6. When the student believes that all grammar errors have been corrected, he or she can click the Check

Grammar button to recheck the essay. Alternatively, the student can click the Exit Grammar Check button to return to his or her previous scoreboard and review other toolbox suggestions or submit the revision for a new score. Clicking Exit Grammar Check also saves the student’s personal grammar item list. When the student returns to the Scoreboard, the status for the Grammar tool will change to Checked.

A student’s passing status for an activity is affected by the feedback from the Grammar tool. If there are grammar errors that the student has not indicated should be ignored, the student will not pass the activity.

Repeated Content Tool

A quality essay states the main points as clearly and concisely as possible. To aid the student in being concise, the Repeated Content tool recommends revisions of sentences likely to include repeated or redundant information.

1. To access the Repeated Content tool, the student clicks the Repeated link in the Editing Tools area of the Scoreboard.

Repeated Content Tool Link in Editing Tools Section Highlighted

2. The Repeated Content Check window opens as shown below. Each set of sentences that contain

redundant or very similar information is numbered and highlighted in the same color. A guide to the contents of the window follows the picture.



Repeated Content Tool


Prompt The name of the activity. Directions The text explains repetition and the highlighting of the student’s essay and provides instruction for fixing repeated sentences.

Your essay The student’s essay with redundant sentence sets numbered and highlighted in the same color.

Revise your essay The student modifies his or her essay in this text box.



Check for Repeated Content Clicking on the Check for Repeated Content button submits the essay to Prentice Hall EssayScorer to be evaluated for redundancy only. The page is refreshed to reflect new repeated content feedback. This does not submit the essay for a score or use a revision attempt.

Exit Repeated Content Check Returns the student to the scoreboard window.


3. The student can revise his or her essay in the Revise your essay text box and click the Repeated

Content Check button to receive updated feedback. Alternatively, the student can click the Exit Repeated Content Check button to return to his or her previous scoreboard and review other toolbox suggestions or submit the revision for a new score. When the student returns to the Scoreboard, the status for the Repeated tool will change to Checked.



4. Teacher Comments Teacher Comments can help students improve their writing and reading comprehension skills. Teachers can comment on individual student responses using the Portfolio Report or the Student Response Display reports (see the Reporting Tools Task Guide for more details). Students can then view these comments while revising their essay writing activities. The Teacher Comments section appears above the Editing Tools section on the student's scoreboard. Each line represents a set of comments from the teacher on one of the student's submitted responses.

Scoreboard with Teacher Comments Highlighted

A New Status means the teacher has commented on the student's response. Once the student has read the comments, the Status will change from New to Viewed. If the teacher adds more comments or edits the comments, the Status will change to Updated. The Overview column displays a summary of the teacher's comments for the response. Clicking the link below Teacher Comments opens the Response with Teacher Notes page in a new window as shown below:

Response with Teacher Notes

Each yellow note icon represents a comment from the teacher. The student clicks on the yellow note icon to open and read the comment as shown below. After reading the comment, the student clicks the red X to close the note.



Response with Teacher Notes - Opened Note



5. Completing an Activity When students have exhausted the number of revisions they can make, the feedback scoreboard changes slightly as shown below.

Final Scoreboard Report for an Activity with Six Traits of Writing

In the top pane, the Tries left field is zero. In addition, the Feedback area contains one of the following messages summarizing performance:



Message Condition

This was a very difficult prompt for you, but you have worked hard. Good effort.

The student’s last response has met the passing thresholds on half or fewer of the score categories.

Your essay is pretty good, but still has a few problems.

The student’s last response has met the passing thresholds on more than half of the score categories.

Your essay is very close to the goal.

The student’s last response has met the passing thresholds on all but one score category.

Good essay. Try to do even better on your next assignment.

The student’s last response has met the passing thresholds on all score categories, but has unresolved issues in one or more of the Spelling or Grammar tools.

Almost! Your essay meets the scoring goals.

The student’s last response has met the passing thresholds on all score categories and has no unresolved issues in the Spelling or Grammar tools, but the response does not meet the length guidelines.

Congratulations! You have passed the activity. Great job!

The student’s last response meets the passing thresholds on all score categories, has no unresolved issues in the Spelling or Grammar tools, and meets the length guidelines.

The feedback in the Editing Tools section displays the status of the last revision, but no longer includes links to the individual tools.

The text box which has previously appeared at the bottom of the screen is replaced with links providing students the opportunity to view and print their last response. Students can also click the Select New Activity button to return to the Select an Activity window and begin a different assignment, or click the Log Out button to leave Prentice Hall EssayScorer.



6. Exiting Prentice Hall EssayScorer Each window in Prentice Hall EssayScorer has a Log Out button in the lower right hand corner. Students should click this button to end their session. Their work is automatically saved. Students should be encouraged to log out using this button rather than by closing their web browser. Using browser controls rather than Prentice Hall EssayScorer controls can result in unpredictable behavior.

Log Out Button Detail

If students do not use the Log Out button, they may see a message on their next login such as that shown below.

Recent Activity Notification



7. Further Assistance For additional documentation on teacher tasks, such as class and account management or report generation, please consult the Teacher Tools Task Guide or the Reporting Tools Task Guide. The guides can all be accessed from the Teacher Tools Menu.

Teacher Tools Menu with Documentation Section Highlighted

In the event of technical difficulties, please contact our customer support line at 1-800-234-5832 between the hours of 8:00 AM and 10:00 PM Eastern Time, Monday – Thursday, and between the hours of 8:00 AM and 8:00 PM Eastern Time, Friday. You can also visit http://support.pearsonschool.com.

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