SURVIVOR Citation Island: How to Host an MLA Game Show


Easing into March, we’re rounding the corner on research time (at least in my department). While research has become the most enjoyable part of my curriculum since launching the passion project, most of my colleagues seem to dread the research portion of their curriculum, finding it downright painful and cumbersome, with one of the more tedious components being citations.

For years, I struggled with how to effectively teach students how to correctly compile a works cited page and properly format in-text citations. I used to do worksheets and quizzes—the age-old drill-and-kill method—hoping at least some of it would stick, resigning myself to the fact that there are some parts of curriculum you just can’t make fun or interesting or engaging. In a word, it was pretty much awful.

Then one day I thought, why can’t it be fun? HOW can it be fun?? What if it was a game?!

I know this is probably pretty hokey, but I grew up watching the game show Survivor—I loved it. I loved the division of “tribes” and the puzzle challenges and the mix of group and independent competition. So I decided I would create a game to practice MLA citation, and I would model it off of Survivor.

Let me set the scene a little.

The board is decorated in enormous colorful letters, spelling out, “SURVIVOR: Citation Island.” The deep rhythmic drum of tribal music fills the room as the Survivor theme song blares from the speakers. Desks are arranged in groups of four or five, ready for tribe members to take their places. Students walk in with a mix of confused/curious/amused/weirded-out looks on their faces. And I, their Jeff Probst stand-in, await their arrival.

I ask the castaways (I go all out with the terminology and even try to dress like Probst) to gather at the front of the classroom. I explain that they have found themselves contestants on the new game show “SURVIVOR: Citation Island” and will be divided into tribes to compete for a grand prize. Before explaining the competition, I split them into tribes. One by one, they come up and draw their buffs (different colored hairbands in a paper bag) and join their tribes. After each student has been sorted into a tribe, I give them about five minutes to come up with a tribe name—some get pretty creative and some stick with the color of their hairbands. I write the names of each tribe on the board for the purposes of keeping score and begin to explain the first challenge.

Challenge One: The Works Cited Entry

The first challenge has three rounds (though you could do as many as you’d like). Each round focuses on a different type of source; I typically do the three most common ones my students use: a novel, a scholarly article, and a website. For each round, tribes receive a plastic baggy with a works cited citation cut up into slips of paper (i.e. “Title: The Hobbit” or “Place of Publication: Chicago”). I label each piece of information, but I do not include the punctuation or even italicize titles or use quotation marks—part of the challenge is being able to do all that correctly on their own. No one is allowed to open the baggy until all tribes have received one and the game show host shouts, “GO!” Using a quick guide cheat sheet, the first thing the tribe must do is look at the pieces and determine what kind of source they are working with, then they have to write out the works cited entry ABSOLUTELY CORRECT. One person in each tribe is responsible for this task, and once a tribe believes they have it written out correctly, they throw up their hands and the host goes to check their answers. I always stress to the other tribes to keep working, as this tribe may not have it written correctly. I check the tribe’s attempt against my answer sheet and if even one punctuation mark is incorrect, I’ll tell them they don’t have it and to try again. The renewed fury and speed with which every student in the classroom bends over those strips of paper is both amusing and intoxicating—they are all caught up in the rush of competition. Each attempt has to be a newly written entry, as it’s too difficult to read around all the scribbles and poor attempts at erasing mistakes. The first tribe to have a completely correct citation gets the point for the round, the pieces are collected, and round two is distributed. Typically, I start off with the easiest source and progress to the more complex.

Once we make it through the three rounds of the first challenge, we move to the second (and final) challenge.

Challenge Two: The Parenthetical Citation

For the second component of the game, each tribe must select one tribe member to come up to the front of the room to complete a challenge. I have arranged a row of desks at the front of the classroom and on each desk is a sealed envelope. Once the elected member of each tribe takes their seat, they are instructed to open the envelope and reveal the challenge. Out falls a small pile of puzzle pieces (I find these at Hobby Lobby and typically get circles to complicate the challenge a bit more). On each puzzle is written the same excerpt from an essay, utilizing a quote, but the parenthetical citation is empty. Below the excerpt is the necessary works cited entry. The tribe member must work entirely alone to assemble the jigsaw puzzle; his/her team can cheer them on, but they cannot help them in any way (to do so means immediate disqualification). Once the tribe member has the puzzle together (and you will laugh until your cheeks hurt at the hilarity of how difficult a 24 piece jigsaw puzzle apparently becomes when under pressure) his/her tibe-mates can race up to join them and solve the empty parenthetical citation. The first team to accomplish this correctly is awarded the points for the puzzle round.

For prizes, I give out candy—because who doesn’t love that?! The winning tribe members each get a little baggy with several pieces in it, but everyone gets two pieces for playing along and having fun.

I teach ninety-minute blocks, and it usually takes up my entire class period doing three rounds of the first challenge, followed by the puzzle round. This is ALWAYS, without fail, a tremendous hit in my classes, and it definitely goes a long way toward altering their attitudes about MLA citation. I hope you try it out and have a little fun–let me know how it goes!

WVCTE is wondering what new twists you put on an “old trick” to get your students engaged! Leave us a comment, Tweet us your thoughts @WVCTE, or connect with us on Facebook!

Sarah Krause teaches Honors Sophomore English and Dual-Credit Senior English at Hurricane High School. Beginning her career as a full-time instructor for Marshall University, Sarah is entering her fifth year in public education. If she is not in the classroom, grading papers, or conducting research, Sarah enjoys working on developing her professional website and blog at You can also follow her on Twitter @teachtwdchange.

Put #WVELA19 on Your List This Year

Join WVCTE and NWP@WVU for #WVELA19, a state conference for K-16 educators. All teachers from everywhere are welcome. Check out our line up!

My desk is currently covered in Post-It notes. Grocery lists, To-do lists, bills to pay lists. There is also a students whose grades need updated list and recommendation letters to be written list, a texts and ideas to remember for next semester list, and like most of you, a last minute gifts I need to buy and and put a bow on just in time for Christmas list.

I have more lists, too, of course. But these lists are tucked away out of plain site in my notebook. I have lists reminding me how to be. I have lists of ideas and goals, of poems and verses—reflections on how to love my children, my students, and myself better.

I’ve written about it before here, but I believe that when you make a commitment, it should be a definite yes. A risk? Maybe. But a yes.

Each year, one way I commit to growing both personally and professionally is by seeking out and attending relevant and engaging professional development. I’ve found experiences such as the National Council of Teachers of English annual convention and the Appalachian Studies Association conference both meaningful and challenging. When I learn from educators and writers who challenge ideas about what it means to be an effective and responsible educator, I grow as a teacher and a person.

If, like me, you’re making your lists and checking them twice this season, consider adding one (or two) more: WVCTE’s co-sponsored conference in collaboration with NWP@WVU, the West Virginia English Language Arts (WVELA) conference, held in Morgantown on West Virginia University’s main campus. This year’s conference is March 29-30. The conference theme is A West Virginia For All: Creating Diverse and Inclusive ELA Classrooms.

Plus, there’s still time to submit a proposal and share your expertise with teachers from all over West Virginia and the country. You don’t want to miss the necessary learning that happens this weekend.

Here’s why…

1—The brilliant Dr. Jocelyn Chadwick, a classroom teacher for over 30 years, former Harvard Graduate professor and current guest lecturer, consultant, and former NCTE president, will kick off the conference on Friday morning. Her energy will engage and challenge you. Dr. Chadwick will inspire you to reflect on your practice and think critically about your role as a classroom teacher. She is known for engaging with participants in hallways or over the lunch table, and if you don’t know, she loves West Virginia.

WVCTE Executive Committee members with Dr. Chadwick in Houston at #NCTE18

2—THE Kwame Alexander is set to be Saturday’s afternoon keynote speaker. If you’ve shared any of Mr. Alexander’s work with your students, you already know the depth of passion and talent he offers. With books like The Crossover, Newbery and Coretta Scott King award, Rebound, Solo, and Swing, and tons of engaging lesson plans and activities to implement in your classroom, you will leave feeling inspired and energized by this acclaimed author’s talk. Plus! You can have books signed for your classroom library!

Kwame Alexander visiting the WVCTE booth & one of his biggest fans at WV Book Festival

3—Tricia Ebarvia, #DisruptTexts co-founder and Heinemann fellow, will also join us Saturday. Tricia’s work is some of the most important work being done in education today. And that is the work of “challeng[ing] the traditional canon in order to create a more inclusive, representative, and equitable language arts curriculum [and] to aid and develop teachers committed to anti-racist/anti-bias teaching pedagogy and practices.” Read Tricia’s essay We Teach Who We Are: Unpacking our Identities, and come learn from her. You will leave a better teacher.

a Tricia Ebarvia after school pic in her classroom

4—Oh, and the hits keep on coming. Folger Shakespeare Library Education is back with us for a second year this year! We are honored and humbled by Dr. Peggy O’Brien and Corinne Viglietta who believe deeply in the work of WVCTE and WV teachers, and likewise, we admire their passion and commitment to teachers and how they bring Shakespeare into classrooms. At WVELA18, teachers said Folger was the some of the best professional development they had ever received, and we have to agree. This year, Dr. O’Brien will share the Folger method, a pedagogy applicable to any complex text, and offer up ways you can disrupt Shakespeare through text pairings.

Up close selfie with Dr. Peggy O’Brien at the Folger booth at #NCTE18

5—But if you’re still not convinced, a few more. Affrilachian poet Chrystal Good will be reading Friday, and she is amazing! Check out her poem “Boom Boom” here . Warning: it will stick with you for a long while. Also, Ann Pancake will also be reading! Yes, you read that right: fellow Appalachian Ann Pancake, author of works such as Strange as this Weather Has Been and Me and My Daddy Listen to Bob Marley.

Chrystal Good reading “Boom Boom” in an episode of Anthony Bourdain’s Parts Unknown

PLUS, dozens of teachers and teacher leaders from all over teaching and leading sessions on how to strengthen our curriculums and practice for our students in our classrooms.

As my friend Susan Barber says often, we are influencing the next generation. And on my list this year, leading the next generation with eyes and heart open…that is a definite yes.

We hope you’ll consider joining us for what can only be a remarkable weekend of learning. Remember, there is still time to submit a proposal, and we’d love it if you added that to your list, too. West Virginia, out of state, and preservice teachers are all welcome to attend and present.

Register ( and share!) at

Wishing you the happiest of holidays full of love, beauty, rest, and wonder. See you in Morgantown.  

Karla, Executive Vice President WVCTE

Have questions for WVCTE about #WVELA19? You can email us at or connect with us on Twitter or Facebook @WVCTE.

A Little Fall Voice

My students hate to write and it shows.  Those happy little writers in elementary school making their first board books have been sucked up into the morass of testing and spit back out as writing curmudgeons.  They have lost their voice when it comes to putting ideas down on paper.

As a junior English teacher, my students are faced with SATs, ACTs, and college reference letters along with their regular school papers.  They need to write fast and often and most importantly, well.  We start with a refresher of the 6 traits and build on ideas using textual evidence.  The National Writing Project C3WP site is chocked full of ideas and resources on how to teach evidence based writing.  The units are designed to be used with minimal prep and there are options built within the units.    What I particularly like about C3WP materials is that I can focus on specific skills outside of my curriculum then when students are actually writing essays for me, I am gathering true summative assessment data.  Check ‘em out!



What is missing from these units are the traits and in particular, voice.  This is where my writers’ notebooks come into focus:  as a playground for writing.  Now that we are in the season of pumpkin spiced everything, I wanted to share my two favorite fall minilessons for voice.


Life and Death of a Pumpkin:

A word of warning with this one:  you will need to develop a 2 second “coughing fit” at the beginning of this lesson to mask the first few words of the narrator.  I do not show the video but only the audio of this little gem to allow my students to try and figure out what is being MURDERED.  After they have listened and we’ve discussed what the author of this video did, my students create their own life and death story using an inanimate object of their choice.  This is a tried and true lesson that gets results.

Photo from YouTube

Jim Gaffigan’s Take on Fall:

This video short shares Gaffigan’s anecdote on being a leaf during its untimely death each fall.   I enjoy the anecdote and the story structure so I get a two-fer out of this video..  I ask my student writers to write about the death of a leaf; the melting of a snowflake; or the evaporation of a rain drop on a summer day.  My goal is for students to mirror story structure while assuming a different voice.

Photo from YouTube 

If videos don’t do the trick for improving voice, the picture book  I am the Dog, I am the Cat is a simple story of everyday events told from the voice of either a pet dog or pet cat.

cat and dog
photo from Amazon


The more kids practice voice, the more natural theirs will eventually sound.  And this goes back to my original thought; kids need a strong voice to do well on standardized test essays and college applications.  While the minilessons take some time from most of our curriculum, in the long run, they serve students well.

Cheryl Stahle is a contributing blogger for WVCTE.  She teaches at Parkersburg High School and is the Co-Director of the Central West Virginia Writing Project based out of Marshall University and the Vice President of the Marshall chapter of the International Association for Reading.  She is a not so regular tweeter @msstahleclass.  Besides teaching American Literature, her other classroom goal is to teach 1970s classic rock to her students.  She eagerly anticipates the opening of Bohemian Rhapsody on November 2 and will at the premiere singing along!

WVCTE is wondering how this might work in your classroom?    How do you teach voice?  Leave us a comment, Tweet us your thoughts @WVCTE, or connect with us on Facebook!


Write to Fight

As NCTE’s National Day on Writing approaches, I’ve been reflecting on writing, its power, its many forms. But also, on how my own writing has changed and why teaching writing is more important now than ever.

Many of us write to make sense of the world. And that’s our goal for our students, right? Give them the power to put pen to paper and make sense of the world around them and their place in it.

Writing is thinking. It’s hoping. Writing is where we create worlds, but also interpret our own. Writing is the exploration of love and pain. Light and dark.

But lately, the world has grown increasingly dark, and even us grown-ups are having trouble making sense of it. We are living in difficult and troubling times. Our nation is deeply divided, and more and more Americans are being marginalized and threatened by the current political and social climate in our country.  It seems like every day I read a headline or a news update that doesn’t make sense to me, that has the potential to floor me—one that makes me want to curl into a ball and hide under a blanket and have a good cry.  There are days that the world feels hopeless. I have lately found myself in frequent conversations with both my students and colleagues about how to make a real difference, how to put good into the world, how to fight back.

And one way to fight is to write. 

When I first started writing, I wrote to find my voice. I wanted to make art, to put something beautiful in the world that didn’t exist before, to create worlds and characters who believe in goodness and love and hope. I would (and still do) write poems about this place that I’m from—a place filled with contradictions, but also incredible beauty and strength. I wrote odes, laments, fantastic fairytales filled with magic.

I didn’t often share my writing, but my writing did get better; my voice got stronger. 

But then, few years ago one of my students died of a heroin overdose. When his voice was forever silenced, I felt powerless. I wanted the world to know there was more to this kid than just the single story headline they were reading in our local paper. 

So I wrote. 

I wrote a lengthy Facebook post about the student as I had known him in my classroom, about the goodness that can and does exist in most people struggling with addiction. It was the first time I had used my writing as platform to impact real change. I read a version of this post at his memorial service, and after, I felt a shift in the way I began to see my own writing.  My writing and the way I taught writing became…more. It became an avenue for art and advocacy, creativity and change.

Last year, West Virginia teachers and public employees led one of the biggest labor movements in our nation’s history to protest inadequate health care and low wages. Leaving my classroom during this time was one of the most difficult decisions I have ever made, but I knew that to win our fight, the teacher story needed to be told. The public and our students needed to know why we were leaving our classrooms to demand respect and a living wage.

So I wrote.

I wrote blog posts and essays and op-eds, defending West Virginia public employees and the hard, but necessary choices teachers were making.  I responded to comments from anti-education lawmakers directly. I used my writing to called out the lies legislators were (and are still) telling about the teacher work stoppage. I told and will continue to tell the West Virginia teacher story as truly as I can.

In these recent years of advocacy and activism, I have found that though it seems cliché, the pen truly can be mightier than the sword. Writing is the most powerful tool we can give our students and ourselves to combat the powerlessness we sometimes feel. 


Writing is the most powerful way can elevate the marginalized voices in our classrooms and communities. Writing is the one of the most powerful avenues of advocacy we and our students possess.  Writing has the ability to not just change us, but to change our communities and the world.  There is no more powerful weapon in the fight for what is right than an authentic and true voice telling his or her truth plainly and powerfully.

And though I have been penning more non-fiction than I used to, I still write stories filled with magic and light. I’ve started to see these works, creative works, as a another way to fight. My favorite writer, Neil Gaiman, said once, “Fairytales are more than true, not because they tell us dragons exist, but because they tell that dragons can be beaten.” I use my stories and my poems to combat the single story of Appalachia. To fight for this place that means so much to me. To beat back the dragons–to advocate for my students, my state, my profession, and myself.

I write to fight. And so must we all.


Because if we don’t–if we don’t place pen to paper and show the powers at be that we will not go silently into the dark—hopelessness will win. Fear will win. Intolerance will win. Sexism will win. Dishonesty will win. Racism and bigotry will win.

And we cannot allow that to happen, educators.

We will not allow that to happen.

We will teach our students to fight fear, to fight bigotry one keystroke at a time. We will teach them advocacy with every narrative essay prompt. We will give them power with every poem. We will show them that every carefully shaped letter declares to the world that their voices will not be silenced.


We must teach them that to write is to fight, to write is to change the world.  

And educators everywhere need to keep writing, keep putting good into the world, keep fighting for students, for classrooms, for themselves. When you feel powerless, raise up your own voices and write. When the darkness threatens to overtake you, let the glow of your laptop screen push it back. When you are afraid or sad or angry, tell your stories. Tell our stories, teachers.


Writing is how we conquer dragons, how we make the world the place we know it should be.  Writing is how we fight.


WVCTE is wondering…

As the National Day on Writing approaches, what motivates you to write? Why do you teach writing? Why should teachers also be writers?  We want to hear from you! Email us, send us a message on Facebook, or Tweet us, and use #WhyIWrite in your message!






The Shock of Recognition and Why Our Students Deserve It

By: Jessica Michael Bowman

My Shock of Recognition

Growing up, I can remember the first time I peered into a book, and that book became a mirror, myself reflected back to me. I remember early on the feeling of the author tethering the heart of a character to mine and feeling the pull of that cord, even when the cover was closed and the spine outward facing on the classroom library shelf once more. This recognition, this connection transcended the page, and I imagine that even as I was walking home, this invisible cord kept us tethered to one another. I was George Bailey, and this book was the moon.

This book was Miss Rumphius by Barbara Cooney, where a young girl, who grew to become an independent woman and world traveler, wanted so much to make the world a more beautiful place, even though she didn’t quite know how to go about it. As she stood there, a child, wondering how she might make the smallest difference and spread some beauty, so full of hope and dreams, my third grade self felt that. I didn’t have a name for it yet, but I felt a sense of purpose, a desire to do more, to reach beyond myself and to impact the lives of others. The lasso was cast, and I could the feel slack tighten as I placed the book back.

Then, when Hermione Granger’s hand shot up and she felt like she might die if she didn’t get the chance to share what she knew was the correct answer, or when time after time she was unabashedly book smart, socially awkward, but always braver than she realized, I was about as there for it as you can be. I felt the hot blush of embarrassment for her when her isolation from others was scrutinized, the swelling pride of another triumph met because of her bright wit and quick thinking. Another lasso cast, another connection made. I was tethered to her story, and she to mine.

I didn’t realize it then, but as I read book after book where independent female protagonists tapped into the resourcefulness, bravery, and strength they did not know they possessed, I was experiencing Melville’s “shock of recognition.” I saw myself – awkward, feisty, indignant, big-hearted, and clever – struggling to love myself, battle my insecurities, and make an impact on the world, for the better.

I was also steeling myself for what laid ahead; recognizing myself reflected back to me, but also learning about the strength and cleverness within and how to kindle the spark, not diminish it. As I became older, I cast the lasso out more and more when I read books where these women were second guessing themselves, riddled with self-doubt but pushing back against insecurity, striving toward and attaining self-love, fulfillment, and empowerment.

By now, if you were to see these invisible connections, you would think I am as much marionette as reader, I have become tethered to so many books and characters over the years. As a reader, I was inspired and I had to share this experience, to help someone else see themselves the way I had. As a teacher, I needed to hand my students the rope… guiding them in lassoing their own moons so they could feel the joy that is being recognized and known.

The Real Shock

It wasn’t until years later, as a first year teacher, that I found myself grappling with the realization that not all of our students are able to share this experience, to recognize themselves in the books that fill the shelves of their classroom libraries and are read aloud at meeting areas and carpets daily.

It was a hard truth, and I could not ignore it. Even though I had thought I was attuned to culturally responsive teaching and inclusivity, I had unknowingly contradicted these beliefs through many of the books I had chosen. My classroom library (a place I had dedicated to high-interest texts for independent reading) was a reflection of my own connections, consisting of mostly white, female protagonists who were clever and brave. While this narrative is vital, it was exclusive. Series that I loved, and characters that I connected to filled our book bins.

My philosophy of literacy has always been rooted deeply in student choice of independent reading texts and a desire to help them forge connections to these texts, to tether their hearts to the books they would love, and I had unknowingly pulled the cords from their hands. The books in my classroom were a reflection of me, not my students, and it was a wake-up call I was fortunate to have experienced early in my teaching life. It began with my students’ independent reading texts and transferred to our read aloud and mentor texts.

When it came to these texts, truthfully, I had thought I was beyond this. I had prided myself on warning against using books like Martin’s Big Words and We Shall Overcome: The Story of a Song only during Black History Month. Like saving poetry exclusively for April, this practice seemed ridiculous to me and seemed to send a misleading, harmful message to students – this is the one time a year we place these books on our shelves and learn about this. Not in MY classroom.

Social justice and activism have always been part of who I am, so it was an organic part of our classroom culture as well. My students were familiar with the global struggle for equal access to education and so books by and about Malala Yousafzai and others were essential fixtures in our classroom. I didn’t realize, however, that most of the diversity in the texts in our classroom was reserved for books about social justice or acceptance.

More than the shock of recognition I had experienced in my reading life – the shock from this realization left me reeling.

While my students were engaging with profound texts that undoubedtly deserve a place in our teaching and learning, where was the diversity in the everyday? Were my readers only exposed to diversity when we were learning about issues of injustice and intolerance, not just in everyday life? Was I implicitly sending the message that their perspectives, experiences, and backgrounds were only valuable if steeped in struggle? Or worthy only when viewed through the sepia toned  lens of history?


I began to search for them – the books that celebrate, honor, and reflect our students’ diversity. Books that promote self awareness while widening our lens and opening our hearts to the struggles, joys, and realities of others. Books that help us to break past barriers and confront us with our own self truths, biases, and contradictions. Books that save our lives and remind us why life if is worth living.


What Our Students Deserve

Honestly, they were sometimes hard to find.

Over the years, as my understanding of diversity has broadened and I’ve taken a more inclusive approach to selecting books for our teaching and learning, I’ve come across organizations and resources that are dedicated to just that, and that make finding books that reflect all of my readers easier and more intentional.

We Need Diverse Books™  describes themselves as a non-profit and a grassroots organization of children’s book lovers that advocates essential changes in the publishing industry. They urge this industry to produce and promote literature that reflects and honors the lives of all young people. Their mission is to give all children access to more books featuring diverse characters, so that all children can see themselves in the pages of a book. My third grade reader self and my current teacher self are both rejoicing.

They have a plethora of resources for teachers who are interested in making diverse books accessible to their students, including diverse book lists, which are a great way to introduce readers to their literary soulmates, and therein themselves.

The stack currently on my desk, some new and some old.

If you’re looking to inspire that shock of recognition in your students, you may find yourself needing to #buildyourstack. I certainly did! NCTE has spearheaded this initiative that seeks to grow teacher’s knowledge of books in the hope that the right books will be in the hands of our readers. Check it out for text suggestions and pairings, and share your own stack! It’s also a great way to connect with other ELA teachers and find out how they’re using these books in their classrooms. After all, connections are at the heart of what we do.

Behind much of human connection, and connection to the books we are tethered to, is the desire to be known. Known, understood, and maybe even accepted. As one of the greatest influencers of the books my students read, I know my students deserve to recognize themselves – their experiences, their dreams, their joys, their struggles, and their fears – in the books we share. They deserve to be known as they are and accepted for who they are. They deserve books that are as diverse, complicated, and wonderful as they are.


WVCTE is wondering… What’s in your book stack? What diverse books do you recommend?

Leave us a comment, Tweet us your thoughts @WVCTE, or connect with us on Facebook!


Jessica Michael Bowman is a literacy coach for Berkeley County Schools, unabashed bibliophile, and advocate of lifelong literacy. When she’s not coaching teachers, teaching students, or blogging for WVCTE, she’s probably crying over a book. Aside from literacy, her other loves of life are traveling with her family and adding to her music collection. You can connect with her on Twitter @JMichaelBowman5.