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This project is a collection of ways that parents avoid or rush the time reading bedtime stories to their children. The analysis comments on the ritual of putting children to bed, which often involves a story and song. The collector labels her genre "bedtime story escapes" and compares them to the basic functions of folklore. She also comments on her methods of categorization of the items collected. Collected by Maera Stratton, Dr. Eliason's ENGL 391 class, Fall 2004.

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Browne collected stories that are told about the Three Nephites. Included are stories where one of the Three Nephites gives physical or spiritual assistance, gives a warning, or vanishes without a trace. Project was created for and English 391 course taught at Brigham Young University in 1968.

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Collection of stories involving the Three Nephites. Includes stories of people helped during times of hardship, strangers giving a helping hand, and a story about the ill-affects of not aiding a stranger. Created for Brigham Young University's English 391 course in Fall, 1971.

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Poling collected stories in which people believed they had met one or all of the three Nephites. Included are stories of people being helped with car trouble, being aided in making difficult life decisions, and three people claiming to be the three Nephites in sacrament meeting. The project was collected for Dr. Eliason's English 391 class taught at Brigham Young University in 1998.

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Robinson collected stories from quilters about why they quilt. Included are stories about quilts for birth and babies, coming of age, weddings and anniversaries, and death and grieving. Also included are images of quilts. Project was created for Dr. Rudy's English 391, section 1, taught in 1997 at Brigham Young University.

Scope and Contents note Newswander collects stories from her immediate blended family of eighteen children from two marriages (her dad's first wife died) and tries to analyze why her family was able to stay together in an era of divorce and family problems. She believes that a common store of memories recreated through storytelling and tradition helps a family to feel connected and unified despite separations of age, time, and space. Created by Lynita Newswander when she was enrolled in Jill Terry Rudy's English...

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Submitted by BYU student Rachel Tietjen for her English 391 winter course for Dr. Eric Eliason. Contains cover essay, autobiographical sketch, and informant interviews on family folklore. Includes personal experience narratives and legends about the Tietjen family.

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Wittemore's project discusses the slang words that are created among missionaries in Church of Jesus Christ of Latter-day Saints. His main focus is words created by missionaries serving in Spanish speaking areas. Created by Ajay Wittmore when he was enrolled in Jill Terry Rudy's English 391 course in Fall 2000.

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Strong discusses the basis folklore as it is found in large or small activities. He analyzes the affects of family tradition through the spectrum of personal and folk group folklore. Created by Eric Strong while enrolled in Eric Eliason's English 391 class during fall semester 2003.

Scope and Contents note Strong describes the rituals and processes involved in claiming a spot and watching Pasadena's Rose Bowl every year. He tries to determine how his family began the tradition, and why the tradition continues despite complaints. He finds that his relatives come to the parade for different reasons, and that most people do not come to the parade for the actual parade but for the social experience surrounding it. Created by Eric Strong when he was enrolled in Eric Eliason's English 391 course in...