George Mason University Covid 19 Impacted Local Real Estate Brokers Agents Essay The Coronavirus Pandemic COVID-19 pandemic has had a sudden and significant impact on all aspects of people’s lives with 2.6 billion across the world now living under some sort of lockdown quarantine. The Covid 19 continues to spread across the United States leaving many real estate brokers and agents to wonder what will be the impact on the real-estate industry?
In a matter of weeks, the lives of so many have changed in ways they had never imagined. People can no longer meet, work, eat, shop, and socialize as they used to. The working world moved rapidly from business as usual to cautious travel, office closures, and work-from-home mandates. Instead of traveling and going out to eat at restaurants, consumers across the world are cutting expenses and are spending only on essentialsfood, medicine, and personal supplies.
Physical distancing has directly changed the way people inhabit and interact with physical space, and the secondary effects of the virus outbreak has decreased the demand for people seeking additional space. This has created an unprecedented crisis for the real estate industry. Beyond the immediate challenge, the longer this crisis persists, the more likely we are to see transformative and lasting changes in behavior.
In this essay students will research the following: How has Covid 19 impacted local Real-Estate brokers and agents? What are your options as a realtor? What was the impact on sales outcomes for houses they (brokers/ agents) help transact?
Your essay should be well written and must adhere to the university standards and rules for writing. Your work must be at least (5) pages written content not including the title page, works cited, etc. Ensure that you address all the questions above; include a thesis statement, closing, etc.
CHARACTERISTICS OF EFFECTIVE WRITING
All written work, whether a paper, a summary, or a short-answer essay for a test question, should exhibit the following characteristics. Although each characteristic refers to “the paper,” you may substitute the memo, “the summary,” “the test answer,” or the name of any other written assignment.
The paper is focused, meets the expectations set up by the writer, and makes these expectations clear to the reader. The paper shows a clear sense of purpose.
The paper is clearly developed; transitions are clear from sentence to sentence and paragraph to paragraph. In other words, the writer has not simply made a series of unrelated or vaguely related statements. Rather, each sentence and paragraph carries the reader closer to an understanding or appreciation of the writers goal.
The writer provides specific, concrete and appropriate information from memory, observation, reading, interviewing or other sources. The paper is well developed with examples, details, illustrations, anecdotes or the like.
Sentences are varied and word choices are accurate. There is an absence of clutter or padding. Phrasing is clear and direct. Tone is handled consistently; sentence length and word choices are appropriate to the audience and purpose of the piece.
Punctuation, grammar, spelling and aspects of format are handled correctly. The writer has prepared the paper carefully with attention to appearance and other details. Opening, closing and title are strong and contribute to the sense of purpose, focus and unity of the piece of writing.
Ask yourself the following questions:
What is my major point?
Have I supported generalizations, opinions and conclusions with specific examples?
Have I avoided using unnecessary words and clichés?
Have I proofread for spelling, punctuation and typographical errors?
Have I used the grammar and spell-check program in my word processing software?
ATTACHMENT C: PLAGIARISM
Is It Plagiarism Yet?
There are some actions that can almost unquestionably be labeled plagiarism. Some of these include buying, stealing, or borrowing a paper (including, of course, copying an entire paper or article from the Web); hiring someone to write your paper for you; and copying large sections of text from a source without quotation marks or proper citation.
But then there are actions that are usually in more of a gray area. Some of these include using the words of a source too closely when paraphrasing (where quotation marks should have been used) or building on someone’s ideas without citing their spoken or written work.
When Do We Give Credit?
The key to avoiding plagiarism is to make sure you give credit where it is due. This may be credit for something somebody said, wrote, emailed, drew, or implied. Many professional organizations, including the Modern Language Association (MLA) and the American Psychological Association (APA), have lengthy guidelines for citing sources. However, students are often so busy trying to learn the rules of MLA format and style or APA format and style that they sometimes forget exactly what needs to be credited. Here, then, is a brief list of what needs to be credited or documented:
Words or ideas presented in a magazine, book, newspaper, song, TV program, movie, Web page, computer program, letter, advertisement, or any other medium
Information you gain through interviewing or conversing with another person, face to face, over the phone, or in writing
When you copy the exact words or a unique phrase
When you reprint any diagrams, illustrations, charts, pictures, or other visual materials
When you reuse or repost any electronically-available media, including images, audio, video, or other media
Bottom line: document any words, ideas, or other productions that originate somewhere outside of you.
There are, of course, certain things that do not need documentation or credit, including:
Writing your own lived experiences, your own observations and insights, your own thoughts, and your own conclusions about a subject
When you are writing up your own results obtained through lab or field experiments
When you use your own artwork, digital photographs, video, audio, etc.
When you are using “common knowledge,” things like folklore, common sense observations, myths, urban legends, and historical events (but not historical documents)
Deciding if Something is “Common Knowledge”
Generally speaking, you can regard something as common knowledge if you find the same information undocumented in at least five credible sources. Additionally, it might be common knowledge if you think the information you’re presenting is something your readers will already know, or something that a person could easily find in general reference sources. But when in doubt, cite; if the citation turns out to be unnecessary, your teacher or editor will tell you.
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