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Item is a collection of stories about family names. Includes the ways that names were chosen, patterns amongst families naming choices, and whether the names were chosen on purpose or as coincidence. Created for Dr. Rudy's English 391 course taught at Brigham Young University during the Fall Semester 2006.

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Lu Ann Snyder collected personal narratives about naming and how children received the names they did. Included are stories about namings that were sacred, symbolic, oppressive, inadvertent, and ancestral, and names that were later modified. Project was written foran English 392 class taught at Brigham Young University during Winter semester 1994.

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Morse looks at the significance of names given to people. She details how names were chosen based on family ancestry, the parent's favorite movie names, locations that the baby was born at, and the way the name sounded. Interview's were gather during Dr. Thursby's English 391 course taught at Brigham Young University in the winter semester 2002.

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Collection of interviews detailing different couple's engagement stories. Includes interviews with both members of the couple and a questionnaire of details on how long the two had courted, their thoughts on engagements, and how the engagement actually happened. Project was created for Kristi Bell's English 391 class taught at Brigham Young University during the Winter semester of 2002.

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Discusses the uniting function of story sharing in families. Mentions the role of romance stories in families. Explains that humor in families depends on knowledge of characteristics and habits of family members. Created by Sarah Lavine while she was enrolled in Jill Terry Rudy's English 392 class during Winter Semester.

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Green explores the culture and customs of long-distance runners. Discusses their motivations and their unusual ability to endure pain. Explains the differences between team runners and road racers and explains the differences between giving individual effort and working in a group. Discusses how men and women runners differ in their motivations and customs. Created by Annie Green while enrolled in Eric Eliason's English 391 class during fall semester of 2002 at Brigham Young University.

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Harris writes about children's imaginations. Includes fears from closet monsters, shadows from outside in the night, and other monsters that inhabited the dark. Project was created for Dr. Thursby's English 356 course taught at Brigham Young University, 1998.

Scope and Contents note Hawkins explores the motivations for creative date invitations at Brigham Young University. She breaks down the creative invitations into three different categories: joke, prank and scavenger hunts. She also presents three kinds of errors that can confuse the invitation process -- forgettings, misunderstandings, and interferences. She relates creative invitations to Bascom's four functions of folklore. Hawkins concludes that people use creative invitations to sidestep the awkwardness that...

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Falkenstien discusses the what, where and why's of embarrassment in the human experience. Through the guise of sharing folkloric embarrassing stories, Falkenstien seeks to connect with the reader on various emotional levels. Created by Margaret Falkenstien while enrolled in Jacqueline Thursby's English 356 class during winter semester 2001.

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A collection of material, oral and personal experiences, Barker summarizes the answers he received from a wide range of people when posed with the question, "What is your scary story?" Barker relates having such experiences to the human experience and discusses connections between different people as a result. Created by Benjamin M. Barker while enrolled in Jacqueline Thursby's English 356 class during winter semester 2001.