1. What was your author's thesis?
After reading the work, I believe this is the essay, " I suggest that, within this context of
prevalent indirect aggression and with the aid of recent behavioural research, we need to
consider anew the textual evidence that Ophelia's "drowning" is not the result of an accident or
of suicide" (Loberg).
The thesis presents an intriguing argument that challenges the conventional
understanding of Ophelia's tragic demise in Shakespeare's "Hamlet." It proposes a fresh
perspective by examining the complex character of Queen Gertrude, who embodies the roles of a
monarch, mother, and murderer. Drawing upon recent behavioural research, the thesis invites us
to reevaluate the textual evidence surrounding Ophelia's drowning, questioning the prevailing
notions of accident or suicide. By delving into Gertrude's influential position, her morally
ambiguous choices, and her potential impact on Ophelia's fate, the thesis prompts us to
reconsider the possibility that Ophelia's untimely end was not the result of chance, but rather a
consequence of deliberate actions orchestrated by Gertrude herself.
2. Did she provide convincing evidence to support her thesis? If yes, then provide an
example and explain why it was convincing. If no, then provide an example and
explain why it wasn't convincing
Yes, based on the information provided, Loberg presented convincing evidence to support
her thesis. One example of her persuasive evidence is when she points out the peculiar fact that
the Queen knew about Ophelia's death before the king did, raising suspicion about Gertrude's
potential involvement. Loberg further strengthens her argument by connecting various instances
throughout the play that support her underlying suspicions about the Queen, even though they
were neither confirmed nor denied. Additionally, Loberg highlights the contrasting treatment of
indirect and direct aggression in the play, showcasing how Claudius, who used indirect
aggression by poisoning the king, was rewarded with the crown, while Hamlet, who committed a
more blatant act of aggression by killing Polonius, faced banishment. This disparity supports
Loberg's assertion that indirect aggression is rewarded, making Gertrude's potential indirect role
in Ophelia's death plausible. Loberg also draws upon gender stereotypes present in the play to
argue that women are not inherently less aggressive than men, challenging the assumption that
only men possess the power to commit murder. This implies that as a woman, Gertrude could
have easily evaded suspicion and accountability for her actions. Overall, Loberg's use of these
examples and her analysis of gender stereotypes effectively strengthens her argument and
provides convincing evidence for her thesis.
3. Using one example, identify how the author used a direct quotation: (11 marks)
I will be using this direct quotation:
“According to Kaj Bjorkqvist, a pioneer in the field of human aggression, the
development of social and verbal skills allows for "sophisticated strategies of aggression," "with
the aggressor being able to harm a target person without even being identified: Those strategies
may be referred to as indirect aggression" (Sex Differences, 179)."
a) Is the quotation from a primary or secondary source? How do you know?
Based on the quotation, it appears to be from a secondary source. The mention of Kaj
Bjorkqvist as a pioneer in the field of human aggression indicates that the information is being
referenced or cited from another work. The use of a secondary source suggests that the
information and ideas presented in the quotation are based on the research and insights of Kaj
Bjorkqvist rather than direct observation or original research.
b) Is the quotation used to illustrate a point, provide clarification, or just to
identify a part of the play? Explain your thinking.
Based on the provided quotation, it appears to be used to illustrate a point or provide
clarification within the author's argument. The author introduces the quotation as a reference to
Kaj Bjorkqvist, a pioneer in the field of human aggression, in order to support their discussion on
the development of sophisticated strategies of aggression and the concept of indirect aggression.
By citing Bjorkqvist's ideas, the author strengthens their argument and provides an expert
opinion on the topic.
c) Does the author use an entire sentence or just part of the sentence?
In terms of sentence structure, the quotation seems to include both an entire sentence and
part of another sentence. The quotation begins with the phrase "The development of social and
verbal skills allows for 'sophisticated strategies of aggression,'" which appears to be a complete
sentence. It is followed by another partial sentence: "'With the aggressor being able to harm a
target person without even being identified: Those strategies may be referred to as indirect
aggression'". This suggests that the author selected and incorporated specific parts of Bjorkqvist's
statement to emphasize the relevant points related to their argument.
d) Is the quotation incorporated into one of the author's sentences?
The provided quotation consists of both an entire sentence and part of another sentence.
The complete sentence within the quotation is: "The development of social and verbal skills
allows for 'sophisticated strategies of aggression.'" This complete sentence presents an idea about
how the development of specific skills enables the use of sophisticated aggression strategies. It is
a concise statement that encapsulates a key point made by Kaj Bjorkqvist regarding aggression.
The second part of the quotation, "' with the aggressor being able to harm a target person
without even being identified: Those strategies may be referred to as indirect aggression,'" is a
continuation of the previous thought. Although it is not a complete sentence, it elaborates on the
idea of how these sophisticated strategies of aggression function, specifically emphasizing the
ability of the aggressor to harm a target person without being identified. This partial sentence
further supports the author's argument by providing additional information and clarification.
e) How do the parenthetical citations for Hamlet differ from those of the
secondary sources?
Regarding the parenthetical citations, it is important to note that the given quotation does
not include a parenthetical citation. However, based on the provided parenthetical citation format
for the secondary sources, it can be inferred that the author is following a particular citation style
(such as APA or MLA). Parenthetical citations for Hamlet, the primary source, might differ from
those of the secondary sources in terms of format and content. The citations for Hamlet would
typically include the act, scene, and line numbers, or page numbers if referring to a printed
edition, while the secondary sources would require author names, publication dates, and specific
page numbers or ranges. The exact differences would depend on the citation style being used by
the author.
4) Was there anything confusing in the essay that you feel you would need additional
information to understand? If so, what? If you didn't find anything confusing, what
might others find confusing?
After reading the essay, I personally did not find any confusion reading it. I found it easy
to follow because of the direction the author took toward it. The author stated a very clear thesis
along with supporting evidence effectively using sources and organized the essay in a way
anyone could understand and follow. One factor that could lead to confusion is the order the
essay was written in. Since it was not in chronological order, it could have derailed the reader
from fully comprehending the essay. Personally, this variable did not impact my understanding
of the essay in any way.
5) Identify and explain at least two key ideas or terms from either archetypal or
feminist literary criticism your author used.
A key idea from feminist literary criticism that the author used was when Loberg was
talking about gender stereotypes. The author truly believes that gender stereotypes are the main
reason the characters throughout Hamlet do not see Queen Gertrude to be guilty. Women are
seen to be less aggressive than men because they have less physical strength. However,
aggression can also be shown through indirect aggression and not only physical strength. This
key idea is against feminism as feminism is about having equality for women and this idea is the
opposite as it shows men having more aggression and women getting away with killing because
of the stereotype. Another feminist literary criticism is how the ideal woman is seen to be
nurturing, caring and loving. This is feminist literary criticism as this is generalizing women and
how they should be. Women are actually more capable of just being maturing, caring and loving.
6) What did this particular perspective add to your understanding of Hamlet?
This perspective truly enhanced my understanding of "Hamlet" in several ways. It
provided fascinating insights into the character of Queen Gertrude and the subtle clues
surrounding her involvement in Ophelia's death. Prior to reading this essay, I was uncertain about
the circumstances of Ophelia's demise, but now I grasp that it was not a suicide or accident but
rather a result of Queen Gertrude's indirect aggression. The essay also sheds light on Queen
Gertrude's underlying motivations, exposing her anger and aggression towards Ophelia, who
threatened the stability of their family.
Furthermore, this perspective deepened my comprehension of the societal dynamics
within "Hamlet," particularly the contrasting treatment of men and women. I gained a heightened
awareness of the prevailing gender stereotypes, where women were typically portrayed as
non-aggressive while men were associated with aggression. What intrigued me was how the
essay challenged this stereotype by emphasizing Queen Gertrude's aggression as a female
character. It made me realize the fallacy of assuming women are incapable of aggression and
prompted me to reflect on the broader impact of such stereotypes in both literature and real life.
Additionally, this perspective expanded the scope of my understanding beyond "Hamlet"
and made it relevant to everyday life. It delved deeper into different forms of aggression and
their consequences. By distinguishing between indirect aggression, like rumours and poisons,
and direct aggression, such as physical fights and verbal conflicts, the essay provided valuable
insights into the intricacies of human behaviour. I found the essay's emphasis on the theme of
indirect aggression being rewarded while direct aggression leads to consequences particularly
thought-provoking, as it allowed me to draw connections to interpersonal dynamics in various
real-life scenarios.
7) Did you notice anything about the way in which this essay was written that seems
to contradict essay “rules” you have been taught in the past? If so, explain.
The essay presented a departure from conventional essay rules that I have been taught in
the past. One notable deviation was the scrambled organization of the essay, making it
challenging to identify specific topics as it jumped around without clearly connecting ideas.
Typically, essays are expected to follow a chronological order and maintain coherence, which
Loberg's essay did not adhere to. Additionally, the author did not maintain a consistent point of
view throughout the essay, switching between first-person and third-person perspectives.
Moreover, the essay did not conform to the standard practice of starting with a thesis statement in
the opening paragraph. Instead, the thesis was placed at the end of the paragraph, deviating from
the norm of engaging the reader and providing an early overview of the topic. Lastly, the essay
exceeded the traditional five-paragraph structure, which typically consists of an introduction,
three supporting paragraphs, and a conclusion. However, Loberg's essay utilized additional
paragraphs to convey ideas, present evidence, and offer in-depth explanations and
interpretations, ultimately enhancing the reader's understanding. While these deviations may
have challenged conventional rules, they allowed the author to effectively convey their ideas and
provide a more comprehensive exploration of the topic.