Author Archives: coolkidseathere101

Final Reading Response

I feel as though chapters 12 and 13 were rather obvious, and only needed common sense to understand them. They bored me silly, if I may be honest. Being cautious of how you use someone else’s words and in what context they are used is very important to get right, but I feel as though anyone could figure that out.

Filak’s chapter spoke on how laws change. I feel like this reading response is going to be very weak, but these chapters weren’t the strongest anyway. Since laws change, it’s important to keep up with the changes and make sure you know about every single one of them.

I hate that I don’t have more to say, but these final readings were too simplistic to elaborate any further on. If I went any deeper, I’d be reaching.

The Theater Department

Lights, camera… stop? Piedmont College’s production of The History of America (abridged) may not get the standing ovation it was looking for.

The History of America (abridged) was the theater department’s latest production satire that ran from April 11-14. However, the show was met with mixed reviews.

One of the main platforms where students were complaining was the Piedmont app. Due to this, many people who hadn’t even seen the play had their views influenced. This made it hard for the other people who were trying to defend the play to be able to voice their opinion, because they were being bombarded on all sides through this social media outlet.

Ashton Black is one those defenders. A Piedmont College theater member, he was promoting this event very heavily. He was greatly concerned as to why people took offense to the play, and really wanted to understand. “I think the root of the offense some people took was the fact that a great deal of the play was misunderstood. I just don’t think people realized that the play’s message is not malicious, just… a comedy about what’s wrong with American history,” he story.

An audience member who requested to remain anonymous, was not so understanding of the play. They said that “… the play was terribly offensive. It had something to say about everyone, whether it was racial or political, and that’s not right. We’re trying to bury the past, not dig it back up and make jokes out of it! I love Piedmont to death, and the theater department is filled with nothing but talent, but this was just too much.”

The were others who were right on the site of the production who got to have a fly-on-the-wall type of view. Rosellyn Miles, a seamstress for the play, seemed to not even bat an eyelash. “I was behind the stage during the entire run, and I saw it all. Those who claimed they got offended are the same ones who were laughing their heads off. If people gat offended it’s because they don’t know how to take a joke,” she said.

William Gabelhausen, Department Chair of the Piedmont theater, was somewhat concerned with the complaints of the play as well. He, however, looked at it in a different light. He said “… it made fun of everyone. It’s just satire at its finest. How can we become desensitized to our horrible past if we don’t face it and make it something we can handle? It’s almost inevitable that someone would get offended. It’s not everyone’s type of humor.”

With all the varying opinions targeted towards the theater department, it is safe to say that the say “art is subjective” still hold true, even for college play. As said simply by Joe Dudley in defense of the theater department, “… we didn’t write the play.”


This chapter somewhat annoyed me. Clichés just seem to be a part of everyday writing, nothing wrong with that. Though Knight speaks about how unsightly they are, I use them constantly. I can’t really help it; I just don’t ever think about them. However, that also refers back to Knight’s chapter where they say you must think out everything before you write it, that way you can avoid clichés. Now thinking on it, I do agree with that. I suppose I’ve talked myself into actually liking this chapter when originally I did not. Good one, Knight. Good one.

Filak’s chapter was rather boring, speaking on sentences and making sure you form them properly. Not my cup of tea, to be completely honest. However, I do find it very helpful, just a drag to get through. Other than that, there wasn’t much to it. This, by far, was the most painful chapter to get through.

Disaster Drill Event

It all started as innocent fun. A bunch of young people enjoying a concert, when out of nowhere an enormous glow could be seen. A fire broke loose, filling all of the concertgoers lungs with thick black smoke. At least that’s what the Piedmont College “Disaster Drill” is recreating.

The disaster drill is a yearly event that takes place at Piedmont College that is designed to prepare the nursing students for anything or, said by Associate Dean of Nursing Maria Fisk, “… a way to really get the nurses in that headspace and expose them to real life crises.” Fisk said the event takes a lot of planning. “There is months of preparation, and so many meeting with agencies such as the fire and police departments. Then we run it by the president and he has the ultimate say,” she said.

As the drill was being prepared, many faculty members wanted to know about the possible stress that the nurses could’ve been feeling that day. Senior nursing student Rachel Henderson said “I’m ready to get out there and save some lives. The only stressful thing is that we go in not knowing what kind of injuries we’ll face. I just hope I do my fair part and don’t freeze.”

Kasey Crunkleton, a junior nursing student who played a victim in the demonstration, about the same topic. She said “I just really want to make it look real… we’re going to have an actual helicopter, though no one will be airlifted. We’ll also have smoke, red lighting and a drone to catch all the action,” she said with a grin.

Associate Professor of Nursing Tabatha Anderson was on the scene grading nursing students’ work. “The students had to go to FEMA training during the springtime in Alabama. They worked very hard. The main thing I’m ready to see from them is if they can handle the chaos a real life event such as this can bring.”


Being a journalistic writer is no easy feat, and chapters 7 and 8 of Filak do not sugar coat anything. These chapter explain how you should attempt to iron out all the kinks in your story, those kinks including grammar and sentence structure. As someone with dyslexia, I completely understand this process and have gone through it with ever writing I have produced. Filak also explains how “beat” reporting is used and what exactly it is. Beat reporting is, in short, a very specialized report. I can only assume you assigned this reading assignment due to the upcoming disaster drill that we must write about. We have to be precise and make sure our organization of the topic is on lock. Any slip of information can cause the entire story to be thrown out of whack. For general beat reporting, looking into the topic at hand deeply will ensure that your story comes out as clean as it possibly can.

RR 5

Both Filak and Knight try to convey to us, the readers, that attention must be kept throughout an article. I know as a consumer of news and casual articles myself, it is extremely difficult to keep me interested because there is so much false information out there. When I’m reading anything, I always question the writer and wonder if anything I’m reading is accurate. This is mostly due to me growing up in this day in age, when fake news is at its peek, and doesn’t seem to be subsiding any time soon.

Another really difficult thing I find for writers to do is to be fresh and come up with newer things to write about. It seems as though most of the things we read in the media have been done before. If this is the case, Filak and Knight recommend being able to relate with the readers and intrigue them. That way if the information has been done many times before, you can at least have a more interesting and different take on it.

Ty Thomaswick Profile

When students need help navigating the financial aid process, Ty Thomaswick is there for them. She is the first face they see when they enter, and the last voice they hear as they leave.  

Ty Thomaswick was born in Piqua, Ohio. “What could I say about Piqua? Well… it’s a very small town with mostly farmland. I liked it though. It was home.” 

Thomaswick has long been involved with her town church, and when her church moved down to Georgia in the summer before her senior year of high school, she decided to follow along at the young age of 17. Looking for colleges in the state, she became interested in Piedmont College, later becoming a Resident Assistant of GB and Swanson. “Piedmont was such a great environment for me, and I loved my classes and teachers. The education here is very special.” After graduating, she was looking for places to work, and figured that her alma mater would be the best for her, as Thomaswick loves helping young people and was ready to transition into this workplace. She was hired as a financial aid assistant in 2018, “… one of my majors is in business, so I knew when the opportunity came up it was something I could do,” she said. “I’ve always loved helping students with whatever comes up.” 

When she’s not crunching numbers or filling out files, Ty Thomaswick loves to do crafts, music, cooking, hiking and playing board games with her husband, to whom she has been married for two years now. She is also still in her church choir, in which she sings and plays instruments such as the piano, violin, guitar and standard keyboard.  

Thomaswick encourages students to take advantage of their time at Piedmont. “… get involved on campus and take advantage of every opportunity you can get your hands on,” she said. “This is only four years, so make every second count.”