Short/Long Essays (English)

English college essays

Our writers understand that essays can either be formal or informal and they highlight the argument of writers.

While informal essays use graceful styles, humor, or even self-revelation, formal essays deal with serious topics that serve academics or organizational purposes.

Similarly, we know that essays can be long to fully express an author’s thoughts on a topic or short to compactly express the author’s points. A short essay should have a maximum length of five paragraphs.

However, every other part of a short essay should be rich! For instance, your essay must have a catchy introduction that contains a thesis statement.

Our writers will ensure that both the conclusion and the introduction of your short essay will not be more than one paragraph long while the number of body paragraphs will be three.

While long essays are ‘lengthy’ unlike their shorter counterparts, the company has strict policies that govern each composition. For instance, our writers must carefully identify every essay’s topic and narrow down their arguments.

Additionally, our technical writers' style of writing is intellectually adept and they are too, emotionally intelligent collaborators and they will be an asset if you are working on expressive writing. They are aware that the use of reliable sources and proper word choice REALLY MATTERS. We also use relevant straight-up arguments only, no extraneous comparisons, no inconsequential metaphors and we strive to use more active voices than passive in all our essays.

Short/Long Essays (English).

While there are several types of English essays, we will manage to demistify both Short/Long Essays (English) and its methodologies.

Short/Long Essays (English)/102 is a composition class, so you write essays and persuasive essays. In English101, you will broadly write essays on fundamental topics with issues in our world, while in English 102, we write essays on stories by old authors.

Briefly, Short/Long Essays (English)/102 academic writing does refer to a specific style of expressing what researchers use to define the intellect limits of particular disciplines and their distinct zones of excellent proficiency. Improving the way you approach Short/Long Essays (English)/102 academic writing can be easy with a few tips which I will outline:

1. Ensure that you are brief and to-the-point

It is advisable to be brief or acutely concise in formal Short/Long Essays (English)/102 academic writing since this helps the reader to understand the various points which you will make.

You should only include one idea per sentence and avoid piling up several ideas together, confusing the reader.

Also, make sure that you maintain a reasonable length when you are writing your sentences. A moderate length cannot exceed 25 words. Long sentences can pose difficulties to the reader and hence making the main point to be lost in the process.

Avoid making unnecessary repetitions and make sure that you are using redundant words, for example, instead of using because of use because, instead of using employed the purpose of use ‘used,' instead of using choices, use alternatives, and so on.

2. Ensure that you have used formal language

Academic English uses a more formal style of writing.

Quiz: Which sentence is more appropriate for academic English?

a) It might be tricky for you to spot the answer.

b) It may be challenging to identify the solution. (The Correct Answer)

As far as Short/Long Essays (English)/102 academic writing is concerned, learners are expected to employ formal language and avoid the use of informal language, also known as colloquial language.

Avoiding slang terms such as by the skin, bail, feeling blue, the cold shoulder, and couch potato, among many others, the list is endless, and you know most of them also.

Avoid shortening words and using them in the short form to come up with sentences. For example, do not write 'don’t,' 'won’t,' instead write 'do not' and 'will not' respectively.

In Short/Long Essays (English)/102 academic writing, the use of clichés is not advocated for. Phrases such as ‘as brave as a lion,’ lost track of time, lasted an eternity, and as old as the hills, among many other examples.

Try as much as possible to avoid using non-sensitive language and make sure you create an objective, confident voice, and use the third person always.

3. Active voice Vs. Passive voice

Since it’s perceived as impersonal and more objective, the passive voice is most commonly used in Short/Long Essays (English)/102 academic writing. Check with your language department to confirm whether there is a specific guideline on whether to use passive or active voice since most verbs can either be used in an active form or inactive form as well.

The active voice: It is pretty direct and much straightforward to read compared to the passive voice. Note that when using the active voice, the subject is always in charge of the action, which is relevant at that time. For example, The teacher issued the foolscaps’-In this sentence, the teacher (the subject) issued (the verb) the foolscaps’ (the object). In this example, it's quite clear to know who is performing a particular action, and at times, you might need to emphasize whatever is taking place rather than whoever is doing it, and you need to use the passive voice to accomplish this.

The passive voice: It is quite formal as compared to the active voice, but since it's not commonly used in speech, it can be more complicated and also not easy to read. In using the passive voice, the subject is unattended until the end, or you can ignore it completely.

The foolscaps’ were issued by the teacher – In this case, the foolscaps’ (the object) were issued (the verb) by the teacher (the subject)

It is advised to use both the passive and active forms of writing in Short/Long Essays (English)/102 academic writing and to make sure that you check with your language department to make sure which style of writing should be used where and when.

4. Ensure that you have used language to strike a balance in your writing

When writing English assignments and other essays you have been assigned, it is proper not to present facts as just facts. You should use language to prove how confident you are when basing an argument for your discussion to have meaning and be relevant to the reader. Hedges or boosters are used to enhance language in this perspective that we have just discussed above.


If your statement is a mere fact which you can’t prove, then avoid using words that show that you are basing your writing on facts, for example, the use of ‘definitely,’ or ‘this proves.’ Instead, employ the use of hedges that can serve the same purpose but in an acceptable way. Examples of hedges include, somewhat, usually, some possible explanation, and there is a possibility that.

An example in a sentence:

• The floods were probably caused by global warming

• The floods could have been caused by global warming

When using the word perhaps in the first sentence, it shows clearly that the evidence provided is reliable. Still, in the second sentence, the usage of ‘could’ indicates that the evidence provided is weak.


A booster is used when you have an intention to express confidence in your piece of writing, and by this, you can use words that are considered to be boosters, such as clearly, there is a strong relation, results do indicate. Taking examples which we used earlier on:

• New research suggests that global warming may contribute to the effect of floods. There is a direct relationship between global warming, climate change, and coastal floods.

• Research indicates that there is an undisputed connection between global warming and floods

In the first example, the writer has made use of the hedge ‘suggested’ and ‘may contribute’ to show that there is evidence linking floods to global warming; this may not be accurately true, and it's open for debate or being proven false in future.

In the second example, the writer employs a language that sets room for doubt and debate, but the writer clarifies that they are confident with the subject at hand based on research.

5. Tenses

It’s proper in Short/Long Essays (English)/102 academic writing to employ the correct usage of tenses in your work. You will be able to use different tenses throughout your written work and depending on the context. Some of the guidelines for correct tense use include:

• If an action started in the past and is still going on at the moment, make sure that you use the present perfect continuous tense

• Use the simple past tense to introduce an action that happened at a particular time in the past

• The subordinate clause should be in simple present tense if the main clause is in the simple future tense

• If a sentence contains a command or an order, you should use simple present tense to enforce a subjective mood.

• In a sentence whereby you are making a statement regarding two related past events of which one took place earlier than the other, you should use past perfect tense for the event that happened earlier and then use simple past tense for the event which took place later.

• A subordinate clause can be in the past tense or the past perfect tense if the main clause is in the past tense.

Short/Long Essays (English).

What to do when you have Short/Long Essays (English) class and you can’t understand the assignments:

After analyzing the topic, most students tend to go directly to finding massive volumes to read as far as the subject is concerned. This research gives them the confidence to work on the writing assignment; otherwise, they have zero confidence in planning out their answers. That approach can be misleading since some students tend to make so many notes in the process of reading and end up with a heap of notes which can be confusing if at all you’re only seeking straightforward answers, yet you have like ten pages of notes to once again go through.

A piece of advice: It’s more convenient to read the topic first and understand it perfectly so that once you start reading, you can learn what concerns the topic: by this, we mean that; your whole reading process will be much productive if you manage to grasp what the topic is all about and what information you are supposed to be reading. With this kind of approach, you will manage to have a rough idea of what shape your essay will take a right from the beginning, and also, you will manage to plan your reading to revolve around issues that matter.

Answering the essay prompt

A typical essay assignment for Short/Long Essays (English) contains variant information, and the information is located in different parts of the essay, including the short essays, which perform various operations like argument introduction, data analysis, and counterargument introduction, and finally, concluding. The introduction has a fixed place which all of us are aware of, and also the conclusion part, which is located at the very end. Other sections are not, however, fixed: for example, a counter-argument can appear literary anywhere in the essay. Background, historical information often appears at the beginning of the essay between the first analytical section and the introduction. This section can also appear near the beginning of the specific section to which it’s quite applicable.

It is essential to consider the various parts of an essay as answering a series of questions your reader might ask while going through your strong debatable thesis.

Here are the sample questions:

[What] – The first question the reader can ask is ‘What' To answer this question, you ought to write a lot since this is more evidence-based; you have to show that whatever you are saying is true. However, it should exceed 1/3rd of your entire essay to avoid the essay lacking balance.

[How] – The reader might be interested to know if the strong debatable thesis claims are accurate in all cases as written or displayed in writing, and the question here is “how.” How does the strong debatable thesis challenge the counter-argument? How does the introduction of new evidence and material, a different set of sources, and how do they affect the claims being made in your essay? Short/Long Essays (English) should include at least one section detailing “how,” This is where you answer all the questions that the reader may raise. Make sure that the “what” part is above the “how” section.

[Why] - This question answers what is at stake with your claim. Why does your interpretation of a natural phenomenon matter to anyone else apart from you? This question does address the more significant implications of your strong debatable thesis since it allows your readers to understand your essay from a broader perspective. Answering this question makes your essay assignment for Short/Long Essays (English) explain its importance and relevance. Make sure to include this section as you’re concluding your essay, and this helps readers grasp the whole meaning of your essay.

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