Scope and Contents note Explores reasons why some people are so interested in the Middle Ages today. Explains that most people's interest began with reading books or playing childhood games associated with the Middle Ages, or with a general interest in history. Discusses Medieval reenactments and the different roles participants enjoy playing. Describes elements of the culture such as fighting, chivalry, feasting, and clothing. Created by Miriam Ward while she was enrolled in Jill Terry Rudy's English 391 class...

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Discusses the phenomena of using food as an emotional comfort. Describes the perception of food as a treat. Explains that at times foods are linked with home or family and they are sometimes an expression of love. Created by Cherilyn Harline while she was enrolled in Jill Terry Rudy's English 495 class during Winter Semester 2002.

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Cutler explores the world of scary personal stories and urban legends. Through the examination of both the places and motives behind the sharing these stories, Cutler discusses the humanistic need to share stories as well as the enjoyment of being frightened. In addition, Cutler explores the warnings and lessons shared through-out generations through the passing of these anecdotes. Created by Shallee while enrolled in Jacqueline Thursby's English 356 course during fall semester of 2005.

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Harker compares and contrasts the Maori tattooing as a rite of passage with the ear piercing practices in Utah. Harker presents the folkloric stories she has collected in much the same light as she might present Maori folklore: with much respect, interest and enthusiasm. Created by Julia Harker while enrolled in Jacqueline Thursby's English 391 class during winter semester 2002.

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Bushman compiled family stories related to music. Included is sheet music traditional melodies her family sang, including the songs "Buy Royal Apples," "All Things Shall Perish," and "Hey Ho Nobody Home." The project was written for Kristi Bell's English 391 class taught in 1999 at Brigham Young University.

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Owen delves into the seemingly endless topic of blonde jokes. She analyzes their purpose, why blondes are the chosen target, and if the stereotype of blondes is true and merits joking about. She contends that blonde jokes are not about blondes at all, but that they are about all naïve, sometimes called dumb, people in general. Created by Stacey Owen while enrolled in Jill Terry Rudy's English 392 course during winter semester 2007 at Brigham Young University.

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This project is a collection of Alaskan hunting stories. The analysis describes Alaskan culture, climate, and landscape, and how hunting can be a way of life in Alaska. The collector also compares his findings to the functions of folklore. Stories include "the standing moose," "the attacking crane," "half wolf half dog," "the grizzly and me," and others, thirteen items in all. Collected by John Gray, Dr. Eliason's ENGL 391 class, Fall 2004.

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David Sumner collected personal narratives about predatory animals. Included are stories about bears that killed for fun, a toothless coyote, and hunting predators that threatened livestock. Project was written for an English 667 class taught at Brigham Young University during Fall semester 1994.

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Ellis analyzes the sub-culture of connecting to the wilderness that has created a unique folklore. Material folklore is described through the natural world that has been used by people throughout time. Ellis then discusses the urban legends and scary stories shared from generation to generation as needed and lasting folklore. Created by Tanya Mae Ellis while enrolled in Eric Eliason's English 392 class during winter semester 2006.

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Williams collected stories about her deceased paternal grandparents, Wilford and Lillian Williams. Included are stories of Wilford's failed science trick performance to his grandchildren, Lillian forcing her children to take castor oil to cure any ailment, and both parents' experiences with music. The project was written for an English 391 class taught at Brigham Young University in 1997.