Scope and Contents note

Throckmorton collected stories of individuals who waited for missionaries. Includes both stories of couples that were successful in dating after the missions were over and stories of break ups that occur after the missionary is home. Project was created for Dr. Rudy's English 392 course taught at Brigham Young University in 2000.

Scope and Contents

Ginger DeHart collected personal narratives of people who waited for their significant other to come back from a mission for the Church of Jesus Christ of Latter-day Saints. Included are stories of special care packages, word-of-mouth statistics about how many "waiting for missionary" relationships work out, and examples of missionary/non-missionary relationships. Project was written for an English 392 class taught at Brigham Young University during Winter semester 1993.

Scope and Contents

Sherwood interviewed girls who had boyfriends serving missions for the Church of Jesus Christ of Latter-Day Saints. Included are personal stories, stories about farewells, postal experiences, and feelings and emotions. The project was collected for an English 391 class taught at Brigham Young University in 1996.

Scope and Contents note

A collection of the wipe-outs or stunt failures experienced by wakeboarders and other boaters. These crash stories are told to educate other boarders of what not to do in a given situation, and they also act as a release valve to relieve the tension of negative feelings involved in a crash. A common thread noted in the stories is the fear of failure. There are twelve narratives in all. Collected by Melanie McDonald, Dr. Eric Eliason's ENGL 392 class, Fall 2007.

Scope and Contents note Stoker analyzes the political and social impact of Sam Walton, the founder of the retail giant Wal-Mart, on his Northwest Arkansas home. Through local folklore she has gathered, Stoker analyzes possible motives behind the fascination with the Waltons in the tiny town of Bentonville. Multiple stories are told throughout the collection illustrating the character of the Walton children as a break away from the character traits their father valued. Created by Megan Stoker while enrolled in Eric...

Scope and Contents

Submitted by BYU student Karen Walch for her Fall 1986 English 391 class. About stories and traditions the author's family, the Walch family, had. Contains a cover essay, autobiographical sketch, list of informants, and informant items. Items include George Washington Bean stories, Christmas traditions, and college traditions.

Scope and Contents note

Walker, spurred by the changing effect of technology on family folklore, explores the topic of Walker family songs before they are forgotten and often replaced. He analyzes the importance of different forms of songs in family relationships and unity. These different forms include family road songs and lullabies. Created by Kamon Walker while enrolled in Kristi Young's English 391 course during winter semester 2007 at Brigham Young University.

Scope and Contents note Thayne examines the purported accounts of Joseph Smith, founder of The Church of Jesus Christ of Latter-day Saints, as staging a walking-on-water demonstration as an act of his power as a Prophet of God. Through the following of many folktales and legends as recorded by those who lived in areas in question in the seventeen and eighteen hundreds, Thayne seeks to give these account a proper place as entertaining folk legends, as apposed to historical truth. Created by Stanley James Thayne...

Scope and Contents

Submitted by BYU student Lauren Pitts for her English 391 course. Contains cover essay, autobiographical sketch, and informant interviews. About legends such as haunted houses, haunted schools, the pig witch and big foot.

Scope and Contents note

Fenton analyzes engagement stories specific to the community of individuals in The Church of Jesus Christ of Latter-day Saints. He focuses on social pressures that lead to similarities in each engagement story through the use of personal narratives that demonstrate his point. Created by Tony Fenton when he was enrolled in Jacqueline Thursby's English 391 class in winter 2002.