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Submitted by BYU student Rose Marie Reynolds for her Fall 1984 English 391 class. About how black jokes perpetuate stereotypes and unrealistic attitudes. Contains a cover essay, autobiographical sketch, list of informants, and informant items. Items include jokes about the physical features of blacks, talents with a twist, favorite foods, societal value and black work ethics, sexual promiscuity, and perceptions of black intelligence.

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Shaver analyzes the pop culture folklore surrounding alleged incidences of inappropriate and surprising occurrences in Disney movies. She discusses the origin and validity of such claims as well as possible repercussions from such folklore. Created by Laura Shaver while enrolled in Julie Hartley's English 391 class during fall semester 2003.

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Elms discusses the unifying element that BYU football is in Latter-day Saint culture, as well as the specific role it plays as folklore within Mormon society. He explores the extent to which football, and specifically BYU Cougar football has influenced cultural trends in various ways, and how football personal narratives serve to fulfill Todorov's theories of narratology. Created by Andrew Elms when he was enrolled in Jacqueline Thursby's English 356 class in winter 2003.

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Collection of stories about the mistakes and word substitutions that come when learning Spanish as a second language. Includes bloopers with a sexual theme, on being human, and other faux pas. Created for Utah State University's English 459 course in the spring quarter, 1984.

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Submitted by BYU student Elaina Coy. A booklet about Utah county herbalist Pamela Francis. Includes a series of homeopathic folk remedies and cleanses. Contains stories shared by Francis and a suggested reading appendix for herbal books.

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White writes about successful and unsuccessful blind dates. Includes why the dates went wrong, memorable moments from the dates, and why the stories are still sharable after many years have passed. Project was created for Dr. Thursby's English 356 course taught at Brigham Young University in 1998.

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This project is a collection of personal narratives regarding blind dating experiences. The analysis discusses how these dating stories relate to the basic functions of folklore, and about the role of matchmaker in these dating scenarios. The collector also categorizes the narratives into either "the good, the bad, and the boring." Includes 13 items. Collected by Kristan Stephens, Dr. Eliason's ENGL 391 class, Fall 2004.

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Clarke explores the good, the bad, and the ugly of the world of blind dating. Through comparing and contrasting, not only amongst multiple generations but positive and negative experiences, Clarke seeks to discover what qualities, factors and experiences tend to "make or break" a successful blind date. Created by Jessica Clarke while enrolled in Jacqueline Thursby's English 356 course during fall semester of 2006.

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Hansen looks a the problems with blind dates as expressed through the accounts of her informants. Included are stories where the blind date was successful, awkward, and rude. Created for Jill Terry Rudy's English 391 course at Brigham Young University in Winter Semester 2000.

Scope and Contents note This project discusses blogging and how it can be a folklore group. The analysis relates blogging to Bascom's four functions of folklore: education, reinforcement, social control, and a release valve. The collector specifically relates how her family blog adheres to these functions of folklore. She asks bloggers questions regarding blog-stalking, unwritten rules of blogging, and other questions. Includes printed images from the collector's family blog. Collected by Jennifer Todd, Dr....