Resultados de búsqueda - "Daniel Defoe"

Daniel Defoe por Minto, William, 1845-1893

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WOMEN'S INDEPENDENCE IN DANIEL DEFOE'S THE FORTUNATE MISTRESS: A FEMINIST APPROACH por ANBIYAK , NUR MUHAMMAD

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Social Mobility In Daniel Defoe's Moll Flanders (1722):A Marxist Approach por Afrelia, Prehatin, , Dr. M Thoyibi, M.S, , Nur Hidayat, M.Pd

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THE NEED FOR PROBLEM SOLVING SKILLS IN DANIEL DEFOE'S ROBINSON CRUSOE: A SOCIOLOGICAL APPROACH por KHUSNAIDI , SABIQ

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Imagining Ageing Representations of Age and Ageing in Anglophone Literatures (Edition 1)

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300 Jahre Robinson Crusoe Ein Weltbestseller und seine Rezeptionsgeschichte

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Robinson Crusoe: literature and religion por Alfredo Sandoval Gómez

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Imagining Ageing Representations of Age and Ageing in Anglophone Literatures (Edition 1)

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Mind, Body, Motion, Matter por McMurran Helen, Mary

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300 Jahre Robinson Crusoe Ein Weltbestseller und seine Rezeptionsgeschichte

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Robinson Crusoe, Rousseau y Simón Rodríguez: pedagogos de la modernidad1 por Miguel Ángel Maldonado García

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Mind, Body, Motion, Matter por McMurran Helen, Mary

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300 Jahre Robinson Crusoe Ein Weltbestseller und seine Rezeptionsgeschichte

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Painting the Novel Pictorial Discourse in Eighteenth-Century English Fiction por Lipski, Jakub

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NaWaraos, un aporte en salud pública por Luis Traviezo Valles

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Imperfect Creatures por Cole, Lucinda

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Imperfect Creatures por Cole, Lucinda

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British Literature I Anthology From the Middle Ages to Neoclassicism and the Eighteenth Century

Tabla de Contenidos: “…Part 1: The Middle Ages -- 1.1 Learning Outcomes -- 1.2 Introduction -- 1.3 Recommended Reading -- 1.4 The Dream of the Rood -- 1.5 Beowulf -- 1.6 Judith -- 1.7 The Wanderer -- 1.8 The Wife's Lament -- 1.9 The Venerable Bede -- 1.10 Anglo-Saxon Riddles -- 1.11 Marie de France -- 1.12 Middle English Lyrics -- 1.13 Geoffrey Chaucer -- 1.14 Sir Gawain and the Green Knight -- 1.15 Julian of Norwich -- 1.16 The Second Shepherds' Play -- 1.17 Sir Thomas Malory -- 1.18 Everyman -- 1.19 Key Terms -- Part Two: The Tudor Age (1485-1603) -- 2.1 Learning Outcomes -- 2.2 Introduction -- 2.3 Recommended Reading -- 2.4 Thomas More -- 2.5 Thomas Wyatt -- 2.6 Henry Howard, Earl of Surrey -- 2.7 Queen Elizabeth -- 2.8 Edmund Spenser -- 2.9 Sir Walter Raleigh -- 2.10 Sir Philip Sidney -- 2.11 Mary (Sidney) Herbert, Countess of Pembroke -- 2.12 Christopher Marlowe -- 2.13 William Shakespeare -- 2.14 Key Terms -- Part 3: The Seventeenth Century: The Age of Revolution (1603-1688) -- 3.1 Learning Outcomes -- 3.2 Introduction -- 3.3 Recommended Reading -- 3.4 John Donne -- 3.5 Aemilia Lanyer -- 3.6 Ben Jonson -- 3.7 Robert Herrick -- 3.8 Andrew Marvell -- 3.9 Margaret Cavendish, the Duchess of Newcastle -- 3.10 John Milton -- 3.11 John Dryden -- 3.12 Samuel Pepys -- 3.13 Key Terms -- Part 4: Neoclassicism and the Eighteenth Century (1603-1688) -- 4.1 Learning Outcomes -- 4.2 Introduction -- 4.3 Recommended Reading -- 4.4 Aphra Behn -- 4.5 William Congreve -- 4.6 Daniel Defoe -- 4.7 Anne Finch, Countess of Winchilsea -- 4.8 Jonathan Swift -- 4.9 Alexander Pope -- 4.10 Henry Fielding -- 4.11 Lady Mary Wortley Montagu -- 4.12 Samuel Johnson -- 4.13 James Boswell -- 4.14 Olaudah Equiano -- 4.15 Key Terms…”
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