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Grade 9 – English Literature

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literary analysis task grade 9

Grade 9 – English Literature Skills

  • Reading comprehension
  • Understanding literary devices
  • Analyzing and interpreting texts
  • Identifying themes and motifs
  • Writing coherent and well-structured essays
  • Developing critical thinking skills
  • Summarizing and paraphrasing
  • Identifying and analyzing character development
  • Recognizing and analyzing different genres
  • Understanding and analyzing figurative language
  • Comparing and contrasting different texts
  • Identifying and analyzing author’s purpose and point of view
  • Understanding and analyzing plot structure
  • Identifying and analyzing literary elements (e.g., setting, conflict, symbolism)
  • Using evidence from the text to support arguments
  • Understanding and analyzing the historical and cultural context of texts
  • Developing vocabulary and language skills
  • Participating in class discussions and group activities
  • Presenting ideas and arguments effectively
  • Researching and citing sources

Grade 9 – English Literature Curriculum

Grade 9 english literature: exploring the world of words.

English Literature in grade 9 is an exciting journey that introduces students to a diverse range of literary works, helping them develop critical thinking, analytical skills, and a deeper understanding of the human experience. This article provides an overview of the topics covered in grade 9 English Literature.

1. Introduction to Literature

In this introductory unit, students are introduced to the fundamental concepts of literature. They learn about different literary genres, such as poetry, prose, and drama, and explore the elements of fiction, including plot, character, setting, and theme. Through close reading and analysis, students develop skills to interpret and appreciate various literary forms.

2. Shakespearean Drama

Grade 9 English Literature often includes the study of one of William Shakespeare’s plays. Students delve into the world of Shakespearean drama, exploring themes, characters, and language. They learn to analyze and interpret the Bard’s works, such as Romeo and Juliet or Macbeth, gaining insight into the timeless themes and universal human experiences depicted in these plays.

This unit focuses on the exploration of poetry, allowing students to appreciate the power of language and imagery. They study different forms of poetry, including sonnets, ballads, and free verse, and analyze the use of poetic devices such as similes, metaphors, and personification. Students also have the opportunity to create their own poems, fostering creativity and self-expression.

4. Short Stories

In this unit, students explore the world of short stories, examining various literary techniques employed by authors. They read and analyze a selection of short stories from different time periods and cultures, discussing themes, character development, and narrative structure. Through these stories, students gain insights into different perspectives and cultures.

5. Novel Study

Grade 9 English Literature often includes the study of a novel, allowing students to engage with longer narratives and complex themes. They read a chosen novel as a class, analyzing its plot, characters, and themes. Through discussions and written assignments, students develop their critical thinking skills and learn to make connections between the novel and the world around them.

6. Non-Fiction and Persuasive Writing

In this unit, students explore non-fiction texts, such as essays, speeches, and articles. They learn to analyze and evaluate arguments, identify persuasive techniques, and develop their own persuasive writing skills. This unit helps students become critical readers and effective communicators, preparing them for future academic and professional endeavors.

7. Literary Analysis and Essay Writing

The final unit of grade 9 English Literature focuses on literary analysis and essay writing. Students learn to analyze and interpret literary works in-depth, exploring themes, symbols, and literary devices. They develop their essay writing skills, including thesis development, textual evidence integration, and proper citation. This unit prepares students for more advanced literary analysis in higher grades.

Grade 9 English Literature offers students a rich and diverse exploration of the written word. Through the study of various literary forms, students develop critical thinking, communication, and analytical skills that are essential for success in both academic and personal endeavors.

Project Helper for Grade 9 – English Literature Project-Based Learning (PBL)

Ask your xtutor, step 1: understand the learning goals.

Your teacher will explain what you’re going to learn from the project. These goals will be connected to what you’re supposed to learn in your grade level.

Step 2: GET CURIOUS ABOUT A QUESTION

During the second stage of the project you will choose a big, interesting question that your project will help answer. This question is meant to get you thinking and asking more questions. We have included 10 projects ideas as a starting point. You can discuss these ideas with your teacher as well as your XTutor before you decide on a final question.

Project Topics and Driving Questions to Start From:

1. Character Analysis Collage: Select a character from a novel or play and create a character analysis collage. Gather images, quotes, and symbols that represent the character’s personality, motivations, and development. Arrange them on a poster or in a digital format, adding annotations to explain the significance of each element. Share your character analysis collage with your classmates, providing insights into the complexities of the character.

2. Modern Adaptation: Choose a classic literary work and create a modern adaptation. Rewrite a scene or a chapter, setting it in a contemporary context. Consider changes in language, technology, and social dynamics. Write the adapted version and present it to your classmates, encouraging discussions on the relevance and timeless themes of the original work.

3. Poetry Slam Performance: Participate in a poetry slam by writing and performing your own original poems. Explore themes that resonate with you and experiment with different poetic styles and techniques. Practice reading your poems aloud with confidence and passion. Perform your poems in a poetry slam event, sharing your thoughts and emotions through powerful spoken words.

4. Comparative Literature Essay: Select two literary works from different time periods or cultures and write a comparative literature essay. Analyze and compare the themes, literary devices, and social contexts of the two works. Develop a well-structured essay that highlights the similarities and differences between the texts. Present your essay to your classmates, promoting thoughtful discussions and insights.

5. Author Study Podcast: Conduct an in-depth author study on a renowned writer and create a podcast series exploring their life and works. Research the author’s biography, literary influences, and major publications. Record episodes discussing their writing style, recurring themes, and impact on literature. Incorporate interviews with experts or fellow students who have read the author’s works. Share your author study podcast series with your classmates, enlightening them on the contributions of the chosen author.

6. Literary Magazine Publication: Collaborate with your peers to create a literary magazine that showcases original poetry, short stories, and artwork. Decide on a theme, curate submissions, design the layout, and create visually appealing illustrations. Publish the magazine electronically or in print, sharing it with your school community to celebrate creativity and literary talent.

7. Dramatic Interpretation Performance: Choose a dramatic monologue, soliloquy, or scene from a play and perform it with expressive gestures and emotions. Dive into the character’s mindset and motivations, capturing the essence of the text through your performance. Present your dramatic interpretation to your classmates, engaging them in the power of dramatic literature.

8. Research Paper on Social Issues: Select a compelling social issue and write a research paper that explores its historical background, current state, and potential solutions. Conduct extensive research, gather data, and analyze various perspectives on the issue. Develop a well-supported argument or propose strategies for creating positive change. Present your research paper to your classmates, fostering discussions and awareness on important societal topics.

9. Film Adaptation Analysis: Choose a novel or play that has been adapted into a film and analyze the differences and similarities between the two mediums. Watch the film adaptation and read the original text, noting changes in characterization, plot development, and thematic representation. Write an analytical essay that evaluates the effectiveness of the film adaptation in capturing the essence of the original work. Share your analysis with your classmates, encouraging discussions about the art of adaptation.

10. Creative Writing Portfolio: Compile a portfolio of your best creative writing pieces, showcasing a variety of genres, such as short stories, poems, or personal essays. Include both polished and revised works that demonstrate your growth as a writer. Write reflections on your writing process and goals. Design your portfolio with a professional layout and consider adding illustrations or photographs. Share your creative writing portfolio with your classmates, offering a glimpse into your unique voice and storytelling abilities.

Step 3: PLAN YOUR PROJECT

With help from your XTutor or teacher, you and your classmates will plan out your project. This includes deciding what tasks need to be done, when they should be finished, and what materials you might need.

Remember: You can ask your XTutor to help you to create an action plan.

Step 4: START YOUR PROJECT

Your teacher will kick off the project, going over the big question, the project requirements, and the timeline. Then, it’s time to get started!

Step 5: LEARN AND EXPLORE

You and your classmates will work together to research the big question and learn new things. Your teacher will help guide you, but you’ll have a lot of control over where your learning goes.

Remember: Your XTutor is always here to help guide you with any questions or difficulties you might have.

Step 6: CHECK YOUR PROGRESS

Your teacher will check in with you regularly to see how you’re doing, give you feedback, and help you if you’re stuck. It’s important to make sure you stay on schedule and on task.

Step 7: SHOW WHAT YOU KNOW

Throughout the project, you’ll show your teacher what you’re learning through smaller assignments. At the end, you’ll complete a final project or test to show everything you’ve learned. You and your classmates can also create quick presentations to showcase the knowledge you have gained as well small quizzes to test each other’s understanding of the topic.

Step 8: SHARE YOUR WORK

Once your project is finished, you’ll share it with your classmates, your school, or even your community. This could be a presentation, a demonstration, or a showcase of your work.

Step 9: REFLECT ON YOUR LEARNING

After the project, you’ll think about what you learned, what you liked, what was hard, and how you can use your new knowledge in the future.

Step 10: REVIEW THE PROJECT

Finally, you’ll think about the project as a whole. What worked well? What didn’t? How can you do better on the next project? This will help you do even better on your next PBL project.

Choose Your Grade

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Teaching Literary Analysis

Guide students through the five steps of understanding and writing literary analysis: choosing and focusing a topic, gathering, presenting and analyzing textual evidence, and concluding.

literary analysis task grade 9

Literary analysis is a vital stage in the development of students' critical thinking skills. Bloom's Taxonomy illustrates that analysis should come at the fourth level, right after comprehension and application. What this means is that students must be able to understand and describe the text before they are able to analyze its elements.

Teaching literary analysis is often a daunting and overwhelming task. After all, it is essentially guiding students slowly through the process of critical thinking and understanding literature. That’s not a simple undertaking. Most importantly, with so many ways to go about doing it, where to begin?

To guide students toward discovering literature all on their own, the steps of this process need to be introduced in a simplified form. It's very important for the student to understand that literary analysis is indeed a process where there is no right or wrong answer. This empowers students to be passionate about their topics and, most importantly, encourages them to look beyond the words on the page.

literary analysis task grade 9

1. Choose a Topic

Some students need guidance when choosing a topic, but others have ideas that they would like to explore. Topics can be divided into the main literary elements:

  • Literary devices

2. Focus the Topic

Here is where many students will need to do a lot of brainstorming, outlining, and specific thinking about the element on which they would like to focus.

  • The brainstorming process involves mapping out the different aspects of the chosen element.
  • Make a choice by narrowing down the selection and focusing the ideas.
  • Come up with a question to answer (thesis statement): What do you want to explore about the topic? Why does it stand out to you?
  • Answer the "why" question. Instead of letting students simply describe the text, "why" pushes them to analyze and even synthesize. This aspect is vital to student understanding, as most of the time a teacher is able to identify a relevant thesis related to modern-day issues and concepts. Here is where real-world application, analysis, and synthesis can begin to form in this piece of writing.

3. Gather Textual Evidence

Collecting material to answer or support your question is often a time-consuming stage, because most of the close reading will occur here. It's important for students to know that they're allowed to research the topic or text before starting to write. Many students feel that they should not be using Google or Wikipedia to research their texts. Here is where the teacher can have an honest discussion about digital citizenship, and how to tell credible academic sources from non-credible ones.

Show students that close reading and gathering evidence doesn't have to be a mundane, one-dimensional task.

  • Identify common themes, repetitions, and patterns.
  • Categorize elements, tone, and narrative style.
  • Highlight characterization, setting, and foreshadowing.
  • Label character types, symbols, and metaphors.

4. Introduce, Evidence, Analyze

Learning through writing and literary analysis happens through stages (see Bloom's Taxonomy ). At this stage of writing, students have already accomplished remembering, understanding, and applying. Next comes analysis.

Students should introduce their point in one or two clear topic sentences. Next, it's important to provide evidence that supports the main topic in order to convince the reader of the stated point of view. There are a few ways students can add their evidence.

  • Quotation: When providing evidence word for word from a primary or secondary source, students should be reminded to use quotation marks only if the words have not been altered.
  • Summary: Students summarize a piece of evidence by restating it in a shorter form using their own words.
  • Paraphrase: Students explain a piece of evidence using their own words.

At this stage, it's important to use the lesson as a reminder to cite and give credit for words and ideas that belong to others. A conversation with the class about academic honesty is very important to help them understand intellectual property. This conversation will also prepare them for honesty and ethics in the real or academic world.

This critical stage is often a learning curve for many students. It's important that the teacher helps them distinguish between descriptive writing and analytical writing. Descriptive writing answers the "who," "what," "where," and "how" questions. It often tends to summarize the text. Analytical writing , however, answers to the "why" question. When students consider the question, "Why is this point important?", it pushes them beyond mere description into ideas that are convincing, argumentative, and defend a position.

5. Conclusion

A strong conclusion outlines the main ideas of the essay, but it also works to provide a solution to a real-life problem. Students can focus on concluding with what they hope to get out of their analysis, or provide closure to the topic. Most importantly, students should seize the conclusion as an opportunity to provide their own opinion and reflection about their process of analyzing the text. The self-reflection here would be a vital key for teachers to assess the writing process and a great opportunity to provide essential feedback to the student.

Please share your own experiences in teaching students about literary analysis.

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literary analysis

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QPA Common Literary Analysis Rubric

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Assessing Wuthering Heights as Representative of its Era

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NJSLA-ELA Companion Guide: Grades 3–8

The New Jersey Student Learning Assessments for English Language Arts (NJSLA-ELA) measures student proficiency with grade level skills, knowledge, and concepts that are critical to college and career readiness. On each assessment, students read and analyze passages from authentic fiction and nonfiction texts. The test can also include multimedia stimuli such as video or audio. The NJSLA-ELA assessments emphasize the importance of close reading, synthesizing ideas within and across texts, determining the meaning of words and phrases in context, and writing effectively when using and/or analyzing sources.

NJSLA-ELA Grades 3–8

The NJSLA-ELA blueprints define the total number of tasks and points for any given grade or course assessment. To maintain the content coverage while shortening the assessment, it was necessary to create two blueprints for grades 3 through 8. One test form was assembled according to each blueprint.

The NJSLA-ELA assessments:

  • align to a representative sampling of standards and evidence statements;
  • reflect the balance between literary and informational texts;
  • include a writing task in each unit and associated scoring rubrics;
  • align to the ELA Task Models;
  • maintain all item types (Evidence-Based Selected Response; Technology-Enhanced Constructed Response; and Prose Constructed Response); and
  • report on all five subclaims and performance levels.

Blueprint 1 for grade 3 consists of a Literary Analysis Task and Research Simulation Task. Blueprint 2 is composed of a Narrative Writing Task, Short Passage Set, and Research Simulation Task. The units, ELA task types, and testing times for each blueprint are outlined in Tables 1 and 2.

Table 1: ELA Grade 3—Blueprint 1

Table 2: ela grade 3—blueprint 2.

Blueprint 1 for grades 4 through 8 consists of a Literary Analysis Task, Short Passage Set, and Research Simulation Task. Blueprint 2 is composed of a Narrative Writing Task, Long or Paired Passage Set, and Research Simulation Task. The units, ELA task types, and testing times for each blueprint are outlined in Tables 3 and 4.

Table 3: ELA Grades 4 through 8—Blueprint 1

Table 4: ela grades 4 through 8—blueprint 2, comparability of forms.

Two NJSLA-ELA forms adhere to stringent content specifications and statistical requirements to ensure that the forms are comparable and fair for all students. Total points vary between the two forms due to the nature of the design of the Literary Analysis Task and Narrative Writing Tasks. However, they both ask students to read and respond to literary texts. Both tasks report and align to the Literary Text subclaim, standards, and evidence statements. The forms are designed so that students, regardless of which form they are assigned, will need to demonstrate the same level of knowledge to meet a specific performance level.

Expert analysis was conducted to ensure that scores are comparable across forms. First, the two forms were built to be similar in content and difficulty. Then, the two forms were equated by means of a statistical process conducted to establish comparable scores on different forms of an assessment.

The two forms will be randomly assigned to students. Therefore, all students need to be prepared to respond to all three task types.

For More Information

The NJSLA-ELA blueprints and additional test support documents (e.g., evidence statements, scoring rubrics) can be found in the Test Content and Other Information webpage of the NJSLA Resource Center under Educator Resources.

If you have any questions, please contact the Office of Assessments at [email protected] .  

Trending Post : 12 Powerful Discussion Strategies to Engage Students

Reading and Writing Haven; English Teaching Ideas

10 of the Best Literary Analysis Activities to Elevate Thinking

Inside this Post: Ready to elevate your literary analysis lessons? This post is full of engaging and effective activities to help students master literary analysis topics.

Literary analysis has become the beating heart of English classes around the world. When students read a text, we want them to peel back the layers one by one, appreciating the deeper meaning that lies within each sentence. As English teachers, many of us connect with texts easily and persevere through complex literature naturally. For our students, this process is not always as enjoyable.

In this post, you’ll find suggestions for elevating thinking with middle and high school students. These ideas can be used with paired or individual texts and can be differentiated to reach a variety of learners.

Engaging and Effective Literary Analysis Activities

Literary analysis elements are best when they are engaging and elevate thinking without frustrating students. I’ve played around with different approaches, and these are the key elements that resonate most with students.

Model literary analysis for middle and high school students with think alouds #MiddleSchoolELA #HighSchoolELA #LiteraryAnalysis

1. Thinking Aloud

One of the best feelings as a teacher is knowing you have an entire class full of teenagers engaged. It’s amazing how every single student in a classroom is in tune with think alouds. Something about making thinking transparent challenges students of all readiness levels. With literary analysis lessons, I love providing think alouds with the whole class. Whether we do this via face to face instruction or by creating a short video for virtual classrooms, we have to model our thinking.

Here’s an example with “All the world’s a stage” from William Shakespeare’s As You Like It …

This speech, at first, seems complicated. But, Shakespeare is talking about the world being a stage, and I think there is something deeper to what he is saying. Let’s go back again and look for clues. The men and women are players on the stage. He writes that they have their exits and entrances. I’m trying to visualize that in my head now. The world is a stage, the people are actors, and when they walk on and off the stage, that is their theatrical entrance and exit. Now that I understand he is using this speech as an extended metaphor, I wonder why would Shakespeare is choosing to compare these two things?

When modeling literary analysis, we can break down our thought process. If we write a written response, we can scaffold by color coding our thoughts in order to highlight the necessary critical thinking steps.

  • First, acknowledge what is confusing or uncertain about the text. What might we be missing as readers?
  • Second, make observations.
  • Third, apply reading strategies (in this case, I used visualizing).
  • Last, teach students to ask questions that probe at the deeper meaning and reason for the writing.

2. Graphic Organizers

Graphic organizers are one of my go-to strategies for elevating thinking . We can use them to differentiate and to guide students as we work in small groups. I like to keep a variety of literary analysis graphic organizers for any text on hand so that I can be responsive. If students show a need to work on analyzing a specific literary element – characterization, plot, theme, conflict, etcetera – I use a graphic organizer as we read a text or excerpt together, modeling my thinking. Then, students can practice using the same organizer in small groups, partners, or independently.

Literary analysis consists of asking a bunch of questions to lead students to deeper thinking, and graphic organizers are a bridge that walks students down that path of purposeful questioning.

Grab this print and digital literary analysis graphic organizer for analyzing song lyrics – one of secondary students’ favorite texts to pick apart!

Nothing grabs a student’s attention like an image! Visuals are amazing tools for introducing literary analysis skills. I always begin my literary analysis unit with pictures. Using an image, we can quickly show students how to differentiate between summarizing and analyzing . Then, we can walk them through the steps of acknowledging what we might be missing, making observations, applying reading strategies, and questioning for deeper meaning.

Consider using images from a variety of sources. We can try historical images, political cartoons, famous paintings, graphic novels, wordless picture books, advertisements, or even just regular photographs.

I even work this type of analytical thinking into my vocabulary activities ! Students get used to interpreting photos and using textual evidence to support their thinking.

Use one pagers as an engaging way to analyze literature #OnePagers #LiteraryAnalysis #MiddleSchoolELA

4. One Pagers

One pagers are one of my favorite literary analysis activities. In order to make them meaningful, I incorporate scaffolding . So, students have access to standards-aligned goals and questions that prompt their responses to the text. Choice helps as well. We can allow students to choose digital or traditional , response angles, and even texts.

In terms of literary analysis benefits, we can really focus on asking students to cite textual evidence to track a universal theme. While doing so, students can draw conclusions about how literary elements work together or how they provide tension to impact a reader’s overall takeaway.

5. Colorful Charts

Mood and tone can be tricky for students to analyze. So that they can understand the difference between them but also so that they see how mood and tone work in tandem, I began using an equalizer metaphor . Students can use color and amplification to analyze how mood and tone change throughout a literary work. By creating a visual representation, there’s a direct connection between the mood and the storyline.

How does setting impact mood , and how does mood impact the conflict in the story?

For instance, the quiet beauty of the Capulet garden sets the stage for a romantic balcony scene, but the noisy bustle of the lewd fighting in the Verona streets helps to define the conflict and tension between the two feuding families.

With tone , how does the author’s word choice and sentence structure in each section convey his or her attitude in the work?

As we study the amplification of tone in the play Romeo and Juliet , we see a consistent change from light-hearted comedy to an intensely poetic and tragic seriousness. Over the course of the play, one might say that Shakespeare’s juxtaposition creates an overall sympathetic tone toward the star-crossed lovers.

Movement in ELA; sticky note activity for literary analysis #LiteraryAnalysis #MovementinClassroom #SecondaryELA

6. Get Moving

One of the issues when it comes to citing evidence in a literary analysis essay is finding relevant support. Sometimes, it seems like the lines students select from literature are completely disconnected from what they are writing. That may be because they don’t truly understand how their thesis connects to their main points or how their main points connect to the evidence. For some students, there are too many degrees of separation!

A kinesthetic option to address this issue involves Post-Its (or colored text boxes if you are doing this digitally) and a t-chart. At the top of the paper (use big paper or a white board if you can do this together in the classroom!), write the analytical point. What conclusion can students draw about characters, setting, or another literary element that would support their thesis statement?

Under that, label the T-Chart as “Relevant” and “Off Topic.” Then, you have some options.

BASIC: You identify support for students in advance and have them sort the support based on its relevance. Could they use it to analyze the text, or is it off topic?

ADVANCE: Ask students to find examples of relevant and off-topic lines from the text.

A MIXTURE:   Provide students with a handful of lines they can sort into relevant and off-topic categories, and then ask them to find a couple more examples on their own.

To increase the engagement factor, use some washi tape on the floor in the shape of whatever makes the most sense – a character outline for analyzing character, a house for analyzing setting, a circle for analyzing a universal theme. Then, have students stick their Post-It notes inside or outside of the shape. Inside indicates that the evidence is relevant, and outside means it’s off-topic.

7. Children’s Books

We don’t always think to use picture books with older students , but they are one of my absolute favorite ways to scaffold literary analysis! Because picture books are short, we can cover an entire (and often complex) story in a short period of time. And, we can continually refer back to that text throughout the school year. Because picture books are accessible for all students, they will remember sharing the story together, and you can really make significant strides with whole-class discussions and small group lessons.

Try using picture books to teach Notice and Note signposts, language, aesthetics, and theme . One of my favorite ways to use picture books is teaching students to analyze how dialogue impacts decisions, propels action, and develops characters. For example, in the book Elbow Grease , the protagonist is motivated to participate in a race for which he is the underdog simply because some crass comments from his friends make him angry. This really is the turning point in the story, which makes it convenient to analyze how dialogue can lead to decisions and actions that change the course of a storyline.

8. Short Films

For a thousand and one reasons, I adore short films. They’re short (obvious, I know), which makes them ideal for modeling and mini lessons. Plus, they are visually captivating and apply to a wide age range. And, generally, they hold quite a bit of depth and leave room for a variety of interpretations.

During first quarter with ninth graders, I built in a yearly routine of watching short films during our literary analysis unit and having students complete their first full analytical essay. It’s fun. I can model using a short film I enjoy. Then, I get to read a wide range of responses from students who choose different texts. To scaffold for struggling writers, I suggest a few short films I am very familiar with; this way, I can guide them if they get stuck or confused.

You can also build in short films by using them with poetry for paired text analysis .

Reading strategy activities for middle and high school ELA #ReadingStrategies #LiteraryAnalysis

9. Reading Strategies

One of the building blocks of literary analysis is having a good foundation in apply reading strategies. It’s fun to model what readers do. We can show students how analyzing texts and re-reading for deeper meaning helps us with writing and then ask students to practice those skills.

For instance, when students begin to understand that authors have a purposeful craft that impacts their reading experience, it empowers them to pick that craft apart, studying the nuances of what makes it work. And, it gives them an advantage as authors themselves. They may think,  I remember how the author’s purposeful use of short, staccato sentences and onomatopoeias increased the suspense during that scene. Maybe I should use those techniques in this part of my story to add an emotional element for my readers.

These are some of the graphic organizers I’ve used to scaffold reading strategy work with the whole class, and then students can transfer those skills to small group or independent practice, using the same organizer if necessary.

10. Social Media Activities

Social media is everywhere. We might as well use it as a relevant option for analyzing literature! One of my favorites is booksnaps , and I tie in Snapchat by having them take a photo of part of the text they want to analyze. Then, they add interpretations, images, and text as well as a caption with a more detailed analysis. I call these Snap-a-Books.  I also created a Spot-a-Book analysis option, reminiscent of Spotify playlists. Students can create playlists relevant to character analysis, setting analysis, conflict analysis, and more!

And, that’s ten! I hope you’ve found some meaningful literary analysis activities to spark creative, critical thinking in your classroom.

Engaging and effective literary analysis lessons and activities for middle and high school ELA #LiteraryAnalysis #MiddleSchoolELA #HighSchoolELA

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  • How to write a literary analysis essay | A step-by-step guide

How to Write a Literary Analysis Essay | A Step-by-Step Guide

Published on January 30, 2020 by Jack Caulfield . Revised on August 14, 2023.

Literary analysis means closely studying a text, interpreting its meanings, and exploring why the author made certain choices. It can be applied to novels, short stories, plays, poems, or any other form of literary writing.

A literary analysis essay is not a rhetorical analysis , nor is it just a summary of the plot or a book review. Instead, it is a type of argumentative essay where you need to analyze elements such as the language, perspective, and structure of the text, and explain how the author uses literary devices to create effects and convey ideas.

Before beginning a literary analysis essay, it’s essential to carefully read the text and c ome up with a thesis statement to keep your essay focused. As you write, follow the standard structure of an academic essay :

  • An introduction that tells the reader what your essay will focus on.
  • A main body, divided into paragraphs , that builds an argument using evidence from the text.
  • A conclusion that clearly states the main point that you have shown with your analysis.

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Table of contents

Step 1: reading the text and identifying literary devices, step 2: coming up with a thesis, step 3: writing a title and introduction, step 4: writing the body of the essay, step 5: writing a conclusion, other interesting articles.

The first step is to carefully read the text(s) and take initial notes. As you read, pay attention to the things that are most intriguing, surprising, or even confusing in the writing—these are things you can dig into in your analysis.

Your goal in literary analysis is not simply to explain the events described in the text, but to analyze the writing itself and discuss how the text works on a deeper level. Primarily, you’re looking out for literary devices —textual elements that writers use to convey meaning and create effects. If you’re comparing and contrasting multiple texts, you can also look for connections between different texts.

To get started with your analysis, there are several key areas that you can focus on. As you analyze each aspect of the text, try to think about how they all relate to each other. You can use highlights or notes to keep track of important passages and quotes.

Language choices

Consider what style of language the author uses. Are the sentences short and simple or more complex and poetic?

What word choices stand out as interesting or unusual? Are words used figuratively to mean something other than their literal definition? Figurative language includes things like metaphor (e.g. “her eyes were oceans”) and simile (e.g. “her eyes were like oceans”).

Also keep an eye out for imagery in the text—recurring images that create a certain atmosphere or symbolize something important. Remember that language is used in literary texts to say more than it means on the surface.

Narrative voice

Ask yourself:

  • Who is telling the story?
  • How are they telling it?

Is it a first-person narrator (“I”) who is personally involved in the story, or a third-person narrator who tells us about the characters from a distance?

Consider the narrator’s perspective . Is the narrator omniscient (where they know everything about all the characters and events), or do they only have partial knowledge? Are they an unreliable narrator who we are not supposed to take at face value? Authors often hint that their narrator might be giving us a distorted or dishonest version of events.

The tone of the text is also worth considering. Is the story intended to be comic, tragic, or something else? Are usually serious topics treated as funny, or vice versa ? Is the story realistic or fantastical (or somewhere in between)?

Consider how the text is structured, and how the structure relates to the story being told.

  • Novels are often divided into chapters and parts.
  • Poems are divided into lines, stanzas, and sometime cantos.
  • Plays are divided into scenes and acts.

Think about why the author chose to divide the different parts of the text in the way they did.

There are also less formal structural elements to take into account. Does the story unfold in chronological order, or does it jump back and forth in time? Does it begin in medias res —in the middle of the action? Does the plot advance towards a clearly defined climax?

With poetry, consider how the rhyme and meter shape your understanding of the text and your impression of the tone. Try reading the poem aloud to get a sense of this.

In a play, you might consider how relationships between characters are built up through different scenes, and how the setting relates to the action. Watch out for  dramatic irony , where the audience knows some detail that the characters don’t, creating a double meaning in their words, thoughts, or actions.

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Your thesis in a literary analysis essay is the point you want to make about the text. It’s the core argument that gives your essay direction and prevents it from just being a collection of random observations about a text.

If you’re given a prompt for your essay, your thesis must answer or relate to the prompt. For example:

Essay question example

Is Franz Kafka’s “Before the Law” a religious parable?

Your thesis statement should be an answer to this question—not a simple yes or no, but a statement of why this is or isn’t the case:

Thesis statement example

Franz Kafka’s “Before the Law” is not a religious parable, but a story about bureaucratic alienation.

Sometimes you’ll be given freedom to choose your own topic; in this case, you’ll have to come up with an original thesis. Consider what stood out to you in the text; ask yourself questions about the elements that interested you, and consider how you might answer them.

Your thesis should be something arguable—that is, something that you think is true about the text, but which is not a simple matter of fact. It must be complex enough to develop through evidence and arguments across the course of your essay.

Say you’re analyzing the novel Frankenstein . You could start by asking yourself:

Your initial answer might be a surface-level description:

The character Frankenstein is portrayed negatively in Mary Shelley’s Frankenstein .

However, this statement is too simple to be an interesting thesis. After reading the text and analyzing its narrative voice and structure, you can develop the answer into a more nuanced and arguable thesis statement:

Mary Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.

Remember that you can revise your thesis statement throughout the writing process , so it doesn’t need to be perfectly formulated at this stage. The aim is to keep you focused as you analyze the text.

Finding textual evidence

To support your thesis statement, your essay will build an argument using textual evidence —specific parts of the text that demonstrate your point. This evidence is quoted and analyzed throughout your essay to explain your argument to the reader.

It can be useful to comb through the text in search of relevant quotations before you start writing. You might not end up using everything you find, and you may have to return to the text for more evidence as you write, but collecting textual evidence from the beginning will help you to structure your arguments and assess whether they’re convincing.

To start your literary analysis paper, you’ll need two things: a good title, and an introduction.

Your title should clearly indicate what your analysis will focus on. It usually contains the name of the author and text(s) you’re analyzing. Keep it as concise and engaging as possible.

A common approach to the title is to use a relevant quote from the text, followed by a colon and then the rest of your title.

If you struggle to come up with a good title at first, don’t worry—this will be easier once you’ve begun writing the essay and have a better sense of your arguments.

“Fearful symmetry” : The violence of creation in William Blake’s “The Tyger”

The introduction

The essay introduction provides a quick overview of where your argument is going. It should include your thesis statement and a summary of the essay’s structure.

A typical structure for an introduction is to begin with a general statement about the text and author, using this to lead into your thesis statement. You might refer to a commonly held idea about the text and show how your thesis will contradict it, or zoom in on a particular device you intend to focus on.

Then you can end with a brief indication of what’s coming up in the main body of the essay. This is called signposting. It will be more elaborate in longer essays, but in a short five-paragraph essay structure, it shouldn’t be more than one sentence.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

Some students prefer to write the introduction later in the process, and it’s not a bad idea. After all, you’ll have a clearer idea of the overall shape of your arguments once you’ve begun writing them!

If you do write the introduction first, you should still return to it later to make sure it lines up with what you ended up writing, and edit as necessary.

The body of your essay is everything between the introduction and conclusion. It contains your arguments and the textual evidence that supports them.

Paragraph structure

A typical structure for a high school literary analysis essay consists of five paragraphs : the three paragraphs of the body, plus the introduction and conclusion.

Each paragraph in the main body should focus on one topic. In the five-paragraph model, try to divide your argument into three main areas of analysis, all linked to your thesis. Don’t try to include everything you can think of to say about the text—only analysis that drives your argument.

In longer essays, the same principle applies on a broader scale. For example, you might have two or three sections in your main body, each with multiple paragraphs. Within these sections, you still want to begin new paragraphs at logical moments—a turn in the argument or the introduction of a new idea.

Robert’s first encounter with Gil-Martin suggests something of his sinister power. Robert feels “a sort of invisible power that drew me towards him.” He identifies the moment of their meeting as “the beginning of a series of adventures which has puzzled myself, and will puzzle the world when I am no more in it” (p. 89). Gil-Martin’s “invisible power” seems to be at work even at this distance from the moment described; before continuing the story, Robert feels compelled to anticipate at length what readers will make of his narrative after his approaching death. With this interjection, Hogg emphasizes the fatal influence Gil-Martin exercises from his first appearance.

Topic sentences

To keep your points focused, it’s important to use a topic sentence at the beginning of each paragraph.

A good topic sentence allows a reader to see at a glance what the paragraph is about. It can introduce a new line of argument and connect or contrast it with the previous paragraph. Transition words like “however” or “moreover” are useful for creating smooth transitions:

… The story’s focus, therefore, is not upon the divine revelation that may be waiting beyond the door, but upon the mundane process of aging undergone by the man as he waits.

Nevertheless, the “radiance” that appears to stream from the door is typically treated as religious symbolism.

This topic sentence signals that the paragraph will address the question of religious symbolism, while the linking word “nevertheless” points out a contrast with the previous paragraph’s conclusion.

Using textual evidence

A key part of literary analysis is backing up your arguments with relevant evidence from the text. This involves introducing quotes from the text and explaining their significance to your point.

It’s important to contextualize quotes and explain why you’re using them; they should be properly introduced and analyzed, not treated as self-explanatory:

It isn’t always necessary to use a quote. Quoting is useful when you’re discussing the author’s language, but sometimes you’ll have to refer to plot points or structural elements that can’t be captured in a short quote.

In these cases, it’s more appropriate to paraphrase or summarize parts of the text—that is, to describe the relevant part in your own words:

The conclusion of your analysis shouldn’t introduce any new quotations or arguments. Instead, it’s about wrapping up the essay. Here, you summarize your key points and try to emphasize their significance to the reader.

A good way to approach this is to briefly summarize your key arguments, and then stress the conclusion they’ve led you to, highlighting the new perspective your thesis provides on the text as a whole:

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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By tracing the depiction of Frankenstein through the novel’s three volumes, I have demonstrated how the narrative structure shifts our perception of the character. While the Frankenstein of the first volume is depicted as having innocent intentions, the second and third volumes—first in the creature’s accusatory voice, and then in his own voice—increasingly undermine him, causing him to appear alternately ridiculous and vindictive. Far from the one-dimensional villain he is often taken to be, the character of Frankenstein is compelling because of the dynamic narrative frame in which he is placed. In this frame, Frankenstein’s narrative self-presentation responds to the images of him we see from others’ perspectives. This conclusion sheds new light on the novel, foregrounding Shelley’s unique layering of narrative perspectives and its importance for the depiction of character.

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  • Open access
  • Published: 24 February 2024

Does transanal drainage tubes placement have an impact on the incidence of anastomotic leakage after rectal cancer surgery? a systematic review and meta-analysis

  • Yating Liu 1   na1 ,
  • Xuhua Hu 2   na1 ,
  • Yu Huang 1 ,
  • Pengfei Zhang 1 ,
  • Yaoguang Hao 1 ,
  • Hongyan Li 1 &
  • Guiying Wang 3  

BMC Cancer volume  24 , Article number:  263 ( 2024 ) Cite this article

Metrics details

Whether Transanal drainage tubes (TDTs) placement reduces the occurrence of anastomotic leakage (AL) after rectal cancer (RC) surgery remains controversial. Most existing meta-analyses rely on retrospective studies, while the prospective studies present an inadequate level of evidence.

A systematic review and meta-analysis of prospective studies on TDTs placement in RC patients after surgery was conducted. The main analysis index was the incidence of AL, Grade B AL, and Grade C AL, while secondary analysis index was the incidence of anastomotic bleeding, incision infection, and anastomotic stenosis. A comprehensive literature search was performed utilizing the databases Cochrane Library, Embase, PubMed, and Web of Science. We recorded Risk ratios (RRs) and 95% confidence intervals (CI) for each included study, and a fixed-effect model or random-effect model was used to investigate the correlation between TDTs placement and four outcomes after RC surgery.

Seven studies (1774 participants, TDT 890 vs non-TDT 884) were considered eligible for quantitative synthesis and meta-analysis. The meta-analysis revealed that the incidence of AL was 9.3% (83/890) in the TDT group and 10.2% (90/884) in the non-TDT group. These disparities were found to lack statistical significance ( P  = 0.58). A comprehensive meta-analysis, comprising four studies involving a cumulative sample size of 1259 participants, revealed no discernible disparity in the occurrence of Grade B AL or Grade C AL between the TDT group and the non-TDT group (Grade B AL: TDT 34/631 vs non-TDT 26/628, P  = 0.30; Grade C AL: TDT 11/631 vs non-TDT 27/628, P  = 0.30). Similarly, the incidences of anastomotic bleeding (4 studies, 876 participants), incision infection (3studies, 713 participants), and anastomotic stenosis (2studies, 561 participants) were 5.5% (24/440), 8.1% (29/360), and 2.9% (8/280), respectively, in the TDT group, and 3.0% (13/436), 6.5% (23/353), and 3.9% (11/281), respectively, in the non-TDT group. These differences were also determined to lack statistical significance ( P  = 0.08, P  = 0.43, P  = 0.48, respectively).

The placement of TDTs does not significantly affect the occurrence of AL, Grade B AL, and Grade C AL following surgery for rectal cancer. Additionally, TDTs placement does not be associated with increased complications such as anastomotic bleeding, incision infection, or anastomotic stenosis.

Trial registration

PROSPERO: CRD42023427914

Peer Review reports

Introduction

Colorectal cancer (CRC) is the most common malignancy of the digestive tract, with the third highest incidence of all malignancies worldwide and the second leading cause of cancer death [ 1 ].The incidence of rectal cancer (RC) in China has been on the rise [ 2 ]. As part of a comprehensive treatment, RC is currently treated with surgery. Due to the rapid development of Total Neoadjuvant Therapy (TNT), the multimodal approach in the treatment of rectal cancer and various anastomosis and reconstruction techniques in recent years, the treatment of RC with colorectal surgery has made great progress and the incidence of postoperative complications and dysfunction was also significantly reduced in some patients [ 3 ]. Nevertheless, anastomotic leakage (AL), a serious complication, remained prevalent [ 4 , 5 ].

Patients with AL have a poor prognosis, lengthy treatment times, and immense economic and psychological burdens, as well as complications such as peritonitis and sepsis [ 6 ].The occurrence of AL will also contribute to a higher local recurrence rate and a lower survival rate [ 7 ]. The factors influencing AL are not entirely clear at present. Several studies have shown that TDTs placement after the surgery of RC can reduce the risk of AL [ 6 , 8 , 9 ] or Grade C AL [ 10 ], but some studies have shown different results. The placement of TDTs can replace the effect of enterostomy in protecting the anastomosis and avoiding the reoperation, according to some researchers [ 11 ]. However, some researchers believe that TDTs placement will not reduce the occurrence of AL but may also cause anastomotic bleeding and intestinal perforation due to mechanical stimulation [ 6 ]. Therefore, through a systematic review and meta-analysis of TDTs placement and AL after RC surgery in prospective studies, this study further clarified the internal relationship between them, aiming to provide theoretical references for clinical practice.

Materials and methods

Literature search.

A comprehensive search was conducted across four prominent literature databases (Web of Science, Embase, Cochrane Library, PubMed) to identify records published in the English language prior to August 15, 2023. We used the terms "Rectal Neoplasms", "Anastomotic Leak", "Prospective Studies" as subject terms. As free words, I used "Rectum tumor", "transanal tube", "Transanal drainage tube", "Anastomotic Leakage", "Leaks, Anastomotic", "Prospective Study", "Study, Prospective" etc. In order to enhance the efficacy of retrieval outcomes, we integrated the subject term with an unrestricted term. Due to the absence of the subject term "Transanal drainage tube" in PubMed, an unrestricted term search was conducted for the object. To prevent research from being missed, further relevant studies were identified by manually searching references in the online databases and systematic reviews that have been previously published. The literature retrieval processes were comprehensively outlined in Table  1 .

Outcomes of interest and definition

Anastomotic leakage was defined as a defect in the intestinal wall at the anastomotic site that allows communication between the intraluminal and extraluminal compartments [ 12 ]. Grade A AL: Patients are usually free of clinical symptoms and laboratory abnormalities. There is no necessity for therapeutic intervention, as the patient exhibits clinical wellness. Grade B AL: Patients usually have abdominal pain, abdominal distension, and fever, and intra-operatively placed pelvic drains may discharge turbid/purulent or fecal fluid. The patient often needs aggressive interventions such as the implementation of antibiotic therapy, along with the utilization of pelvic drain placement or transanal lavage. Grade C AL: Patients are often quite ill and require operative re-laparotomy [ 12 ]. Anastomotic bleeding was defined as a notable decrease in hemoglobin and active and the presence of ongoing rectal bleeding were not associated with any other cause [ 13 ]. Anastomotic stenosis was defined as the 12-diameter mm colonoscopy cannot passes through the benign narrowing of the anastomosis. Incision infection was defined as an inflammation in the incision and bacterial growth in the incision secretion culture.

Study selection

We used inclusion criteria and exclusion criteria to screen literature related to this study. The following criteria were used to select the studies for the meta-analysis: (1) published as an original article; (2) belonged to prospective study; (3) evaluated the association between the placement of TDTs and the occurrence of AL after RC surgery; (4) given the number of participants.; (5) the risk estimates are presented alongside their respective 95% confidence intervals (95% CI). In the present study, we will proceed to exclude research investigations that are relevant to any of the following categories: (1) Emergency surgery; (2) review paper; (3) animal trials; (4) conference papers; (5) the full text is not accessible; (6) the data cannot be extracted.

Data extraction and quality assessment

The entirety of the articles' content was thoroughly examined during the review process. Data extraction and full-text review were carried out independently based on the preferred reporting items for systematic reviews, A Measurement Tool to Assess Systematic Review 2 (AMSTAR2) and meta-analyses (PRISMA) guidelines by two reviewers and the inconsistencies were rectified by a third author. To eliminate any instances of duplication, the extracted study will be imported into the Endnote Software X9.0, after which the titles and abstracts will be reviewed by two researchers. Furthermore, adherence to the MOOSE (meta-analysis of observational studies in epidemiology) guidelines is recommended [ 14 ]. The collection of data was carried out utilizing standardized forms that were developed by the research team. The information included in the data extraction will be as follows: year of publication, design of study, authors, the quantity of individuals participating in the study. Furthermore, we also conducted an examination of the clinical data and indicators: (1) design of study (Randomized controlled trials vs. Prospective Cohort study vs. Non-randomized controlled trials); (2) case/participants; (3) area (Asia vs. Europe); (4) publication year (≤ 2015 vs. > 2015); (5) quality score (≤ 7 vs. > 7).

Statistical analysis

The meta-analysis was conducted using the Review Manager 5.3 and Stata15.0 software programs. Given that this study obtained binary data from prospective studies, the effect size was determined by employing the risk ratio (RR) calculation. The I 2 index and Cochran's Q tests were utilized to quantify the levels of incoherence and heterogeneity among the studies, respectively. The I 2 index was assessed as a metric for evaluating the extent of heterogeneity across the studies. The data was examined through the utilization of a fixed-effect model in instances where there was an absence of heterogeneity ( P value from the \(\chi\) 2 test > 0.05 and I 2 statistic value < 50%) among studies, while a random-effects model was employed when heterogeneity was present ( P value from the \(\chi\) 2 test ≤ 0.05 and I 2 statistic value ≥ 50%) among studies. To explore potential causes of heterogeneity, sensitivity and subgroup analyses were conducted. Multiple confounding factors were present, including design of the study, quality score, area, and publication year. In addition, sensitivity analyses were carried out to evaluate the robustness of the primary results. Moreover, Egger's correlation tests accounted for the influence of publication bias, and a P value < 0.05 (*) was deemed to be statistically significant [ 15 ].

Search results

From the initial literature, 124 relevant studies were identified (10 studies from PubMed, 21 studies from Cochrane Library, 65 studies from Embase, and 28 studies from Web of Science). The first stage involved the elimination of duplicate articles based solely on titles among predefined databases. Due to duplication, 37 articles were excluded, leaving 87 articles for screening based on titles and abstracts. As well as the 58 studies we excluded, we also excluded studies in animals, case reports, and review articles. 29 studies were reviewed comprehensively. 16 articles were excluded for not reporting relevant results, 2 articles were excluded from the analysis due to unavailability of the full text, and 4 articles were excluded since data was not available. Ultimately, we included 7 articles including 1774 participants between 2006 and 2022 in our meta-analysis [ 4 , 9 , 13 , 16 , 17 , 18 ]. Fig.  1 illustrates the process of literature retrieval.

figure 1

Description of the entire process from literature retrieval to the selection of 7 target articles

Study characteristics, and quality assessment

Table 2 provided a comprehensive overview of the key attributes of the studies that were incorporated. A total of 1774 participants were involved in the 7 studies published between 2006 and 2022. These studies were carried out 1 in Japan, 1 in Denmark, 1 in France, and 4 in China. In addition, 1 was a non-randomized controlled trial, 4 studies were randomized controlled trials, and 2 were Prospective cohort studies. And TDTs placement has no inherent relationship with the occurrence of AL after RC surgery in all studies. Each study successfully adhered to all criteria pertaining to the avoidance of selection and outcome bias.

TDT placement and AL after RC surgery risk

In Fig.  2 , we extracted RRs from 7 studies after multivariable adjustment. We analyzed the data using a random-effects model to compare the association between TDTs placement and the occurrence of AL after RC surgery because of the presence of heterogeneity ( P  = 0.05, \(\mathrm{\rm I}\) 2  = 52%). The meta-analysis revealed that the occurrence of AL was 9.3% (83/890) in the TDT group and 10.2% (90/884) in the non-TDT group. Upon thorough analysis of the combined results from all tests, it was ascertained that there exists no statistically significant association between the placement of TDTs and the incidence of AL following RC surgery (RR = 0.89, 95%CI 0.57–1.37, P  = 0.58). Four studies [ 4 , 9 , 19 ] were identified that reported the occurrence of Grade B AL and Grade C AL, which were subsequently subjected to analysis. Upon analysis of the data on Grade B AL, the outcomes of the heterogeneity test indicated no statistically significant level of heterogeneity ( P  = 0.59, \(\mathrm{\rm I}\) 2  = 0%), thus leading to the adoption of the fixed-effect model. The findings from the meta-analysis indicate that the occurrence of Grade B AL in the TDT group was 5.4% (34/631), which did not exhibit a statistically significant disparity when compared to the 4.1% (26/628) observed in the non-TDT group (RR = 1.30, 95%CI 0.79 -2.14, P  = 0.30) (Fig.  3 ). The heterogeneity test indicated statistically significant heterogeneity in the data on Grade C AL ( P  = 0.09, I 2  = 55%), leading to the adoption of the random-effects model. Similar to the result of Grade B AL, the results of the meta-analysis demonstrate that the prevalence of Grade C AL in the TDT group was 1.7% (11/631), which did not display a statistically significant difference when compared to the (4.3% (27/628) observed in the non-TDT group (RR = 0.52, 95%CI: 0.16 ~ 1.77, P  = 0.30) (Fig.  4 ).

figure 2

A random-effect model was used to analyze the RRs of 7 articles to compare the association between transanal drainage tubes placement and the occurrence of anastomotic leakage after rectal cancer surgery. RR = 0.89, 95%CI 0.57–1.37, P  = 0.58

figure 3

A fixed-effect model was used to analyze the RRs of 4 articles to compare the association between transanal drainage tubes placement and the occurrence of Grade B anastomotic leakage after rectal cancer surgery. RR = 1.30, 95%CI 0.79–2.14, P  = 0.30

figure 4

A random-effect model was used to analyze the RRs of 4 articles to compare the association between transanal drainage tubes placement and the occurrence of Grade C anastomotic leakage after rectal cancer surgery. RR = 0.52, 95%CI 0.16–1.77, P  = 0.30

Subgroup analyses were conducted by area, design of the study, publication year, and quality score (Table  3 ). Initially, a subgroup analysis was performed according to area. The findings from the Asian subgroup (RR = 0.68,95%CI 0.47 ~ 1.00, P  = 0.05), comprising five studies [ 4 , 9 , 13 , 16 , 18 ], indicated that the placement of TDTs effectively prevented AL. Conversely, the results from the European subgroup (RR = 1.61,95%CI 1.03 ~ 2.52, P  = 0.04), consisting of two studies [ 17 , 19 ], demonstrated a significant correlation between TDTs placement and a heightened occurrence of AL. Moreover, the subgroup analyses concerning variables such as the design of study, publication year, and quality score resulted in inconclusive findings ( P  = 0.17, P  = 0.38, P  = 0.92, respectively). Detailed results of the subgroup analysis are presented in Table  3 .

TDTs placement and other clinic outcomes risk

In this study, the correlation between the placement of TDTs and anastomotic bleeding, incision infection, and anastomotic stenosis was further investigated. Due to the lack of significant heterogeneity among the studies, a fixed-effect model was used. Studies found no statistically significant association between the placement of TDTs and anastomotic bleeding (RR = 1.77, 95%CI 0.94 -3.33, P  = 0.08), incision infection (RR = 1.24, 95%CI 0.73 -2.09, P  = 0.43), or anastomotic stenosis (RR = 0.73, 95%CI 0.30 -1.77, P  = 0.48). The comprehensive findings are presented in Table  4 .

Sensitivity analysis

To investigate potential sources of heterogeneity, a sensitivity analysis was conducted. Fig.  5 shows the sensitivity analysis results. Except for any individual study, the collective findings exhibited a range of 0.69(95%CI = 0.56–0.78) to 1.21(95%CI = 1.08–1.42). The findings of the study indicate that the exclusion of a single study did not yield any significant disparity between the combined RR and the total RR. This suggests that the placement of TDTs following RC surgery does not exhibit any correlation with a reduced occurrence of AL. As a result, the main result is robustness.

figure 5

Sensitivity analyses were performed to investigate potential sources of heterogeneity and showed the main result was robustness. The overall results ranged from 0.69(95%CI = 0.56–0.78) to 1.21(95%CI = 1.08–1.42)

Publication bias

To identify the presence of publication bias within the studies that were included, both the Egger test and Egger test plot were employed (Fig.  6 ). The analysis concluded that there was no substantial evidence of publication bias between the placement of TDTs and the occurrence of AL after RC surgery by Egger's test ( P  = 0.10).

figure 6

Egger test and Egger test plot were performed to confirm that there was no significant publication bias between the placement of transanal drainage tubes and the occurrence of anastomotic leakage after rectal cancer surgery. P  = 0.10

Disscussion

Currently, a variety of adjuvant therapy techniques and anastomosis methods are used to treat RC, which results in a higher rate of Sphincter Preserve. However, the incidence of AL after RC surgery is still at a high level. Therefore, a clear understanding of the risk factors and protective factors of AL can bring great benefits to patients. The TDTs is used to drain the proximal intestinal contents and reduce the stimulation of the anastomoses. It can reduce intestinal cavity pressure and the tension of anastomoses. However, there is no consensus on whether the placement of TDTs can reduce the occurrence of AL.

AL following RC surgery cannot be reduced with the placement of TDTs, according to 7 prospective studies in this study. At the level of the original study, according to Tumura [ 16 ] and Zhao [ 4 ] there was no statistical significance between the placement of TDTs and AL, which is consistent with our findings. Meanwhile, the study of Xiao [ 9 ] and Zhao [ 13 ] demonstrated that TDTs placement was a protective factor for AL. Additionally, meta-analyses of the placement of TDTs and AL after RC surgery have had inconsistent results. A meta-analysis of Deng [ 20 ] found that TDTs placement reduced AL incidence in low-risk patients (OR = 0.29, 95%CI = 0.13–0.63, P  = 0.002), but not in high-risk patients undergoing neoadjuvant treatment. The meta-analysis conducted by Zhao [ 10 ]found no significant association between the placement of TDTs and the prevalence of AL. However, it did reveal a reduction in the occurrence of Grade C AL (RR = 0.33, 95%CI = 0.11–1.01, P  = 0.05). The discrepancies in the results between Deng [ 20 ], Zhao [ 10 ], and this study may be attributed to the inclusion of different types of studies and Differences in sample size. Deng [ 20 ] included both prospective and retrospective studies, this study included prospective studies, and Zhao [ 10 ] only included randomized controlled trials. In Guo's [ 21 ] subgroup analysis of the meta-analysis, it was determined that TDTs placement did not exhibit a significant association with the low incidence of AL in randomized controlled trials. However, in observational studies, there was a notable association between TDTs placement and the occurrence of low AL. This finding underscores the influence of study design on the obtained results. Among the seven original papers included by Deng [ 20 ] it is noteworthy that only three of them were prospective studies. Consequently, the divergent conclusion reached by Deng's [ 20 ] study in comparison to the present study can plausibly be attributed to the heterogeneity of results arising from the inclusion of distinct study types. This study exhibits a degree of resemblances to the studies conducted by Deng [ 20 ] and Zhao [ 10 ]. Nevertheless, Deng's [ 20 ] research primarily centers on retrospective studies. The limited evidentiary value of retrospective cohort studies hinders the broad applicability of their findings. Despite the inclusion of the most rigorous randomized controlled trials in Zhao's [ 10 ] study, it was relying solely on three primary research papers. In contrast, this study incorporated seven prospective studies. In comparison to Deng's [ 20 ] study, the prospective studies integrated into this study entail rigorous data quality control during case screening. This practice serves to mitigate the bias arising from case–control studies to a certain degree, thereby enhancing the reliability of the findings. Furthermore, it encompassed a greater volume of original literature and a larger sample size than Zhao’s [ 10 ] study. As a result, this study provides a higher level of evidence and relatively more reliable outcomes.

AL was categorized into one of three grades (Grade A, B, or C) based on its influence on clinical management [ 12 ]. Presently, there is a consensus within the academic community regarding the placement of TDTs to alleviate the severity of AL. When AL ensues, the anal sphincter frequently persists in contracting because of inflammation, pain, and other causative factors. Furthermore, AL frequently manifests during the initial postoperative phase, when the intestinal function has not been restored, and the intestinal contents cannot be eliminated in time, resulting in intestinal high pressure. Physical stimulation caused by high pressure in the intestinal cavity and chemical stimulation caused by intestinal contents is not conducive to the healing of the AL. Drainage of intestinal contents by placing TDTs reduces pressure in the lumen and promotes fecal excretion [ 9 , 22 ], thus promoting recovery of AL. The findings of this meta-analysis indicate that there is no significant correlation between TDTs placement and a reduced occurrence of AL following RC surgery (RR = 0.89, 95%CI 0.57–1.37, P  = 0.58). Considering the following three factors, the relationship between TDTs placement and the incidence of different grades AL was analyzed: (1) Distinct grades of AL necessitate distinct clinical management principles, (2) Grade C AL is of significant concern, as it necessitates a subsequent surgical intervention and escalates the likelihood of restomy and other postoperative complications, (3) TDTs placement can reduce the severity of AL. Given that only four studies in the original literature included recorded the detailed incidence of AL across all levels, it is noteworthy that two out of these four studies did not document the occurrence of Grade A AL. As a result, the present study directed its analysis towards Grade B AL and Grade C AL, while excluding Grade A AL from consideration. The findings of this research indicate that the implementation of TDTs does not result in a decrease in the occurrence of Grade B AL or Grade C AL. Based on the analysis of data from three randomized controlled trials, Zhao’s study determined that the p-value for the association between TDTs placement and the occurrence of Grade C AL was 0.05. Consequently, the researchers of the study of Zhao [ 10 ] reached the determination that the placement of TDTs could potentially yield positive outcomes in mitigating Grade C AL. However, Zhao’s [ 10 ]study did not yield any statistically significant association between the placement of TDTs and the mitigation of Grade B AL. This research group holds a dissenting perspective on the notion that the implementation of TDTs is incapable of diminishing the occurrence of minor Grade B AL, yet it can effectively mitigate the prevalence of severe Grade C AL, while nor does Zhao’s [ 10 ] article offer an explanation for the possible underlying mechanism. As a result, this study augmented the sample size and arrived at an alternative conclusion, namely, the placement of TDTs does not exhibit no correlation with the low occurrence of Grade C AL. This finding suggests that while the placement of TDTs may mitigate the severity of AL, it does not have a significant impact on the occurrence rate of AL.

Furthermore, the present study revealed that the placement of TDTs did not result in a higher occurrence of postoperative complications, including anastomotic bleeding, incision infection, and anastomotic stenosis. The drainage of TDTs, to a certain extent, can support the anastomotic stoma and can be used to detect complications such as anastomotic bleeding and anastomotic infection early, which allows clinicians to take action timely. By using anoscopes and other instruments under direct vision, at the same time, TDTs with moderate hardness was selected, which can minimize the injury of the anastomosis. TDTs of appropriate size and hardness will not cause injury and bleeding of anastomosis. Hence, in cases of AL, the placement of an economical, efficient, and secure TDTs can be employed as a measure to mitigate the extent of AL.

Positive results were observed exclusively in subgroup analysis conducted on area, revealing that TDTs placement served as a protective factor for AL in the Asian group, whereas it posed a risk in the European group. This outcome could potentially be attributed to variations in the study's sample size, discrepancies in the assessment of AL, and the utilization of diverse types of TDTs.

Several factors contribute to AL, and more studies are being conducted to determine the causes and development of AL. It has been confirmed that some factors are closely related to AL's development, such as albumin levels lower than 4 g/dL [ 23 ] and operation time longer than 3 h [ 5 ]. As a common clinical treatment, the placement of TDTs has low technical requirements and is suitable for hospitals of every level. Multiple studies have documented the occurrence of unfavorable incidents associated with the placement of TDTs subsequent to RC surgery, with anal pain being the most frequently reported complication [ 4 ]. Due to the lack of comprehensive documentation regarding adverse events following TDTs placement in the original literature included in this meta-analysis, statistical analysis pertaining to such events was not performed in this study. The visual analogue scale was employed to assess the pain perception experienced by the patients, which is also suitable for the assessment of anal pain after the placement of TDTs. The score ranges from 0 to 10, where 0 denotes the absence of pain and 10 signifies the most severe pain that can be imagined [ 24 ]. The pain was subsequently categorized into four distinct levels. No pain: score of 0, indicating the absence of pain; Mild pain: score of 1–3, representing pain that is tolerable; Moderate pain: score of 4–6, indicating pain that may disrupt sleep but remains tolerable; Severe pain: score of 7–10, signifying pain that is unbearable. A randomized controlled study found that TDTs placement caused anal pain in 46.4% of patients, moderate pain in 3.9%, and unbearable pain in 3 patients [ 4 ]. What's more, other studies have documented iatrogenic perforation resulting from the placement of TDTs [ 6 , 25 ], as well as cases necessitating emergency laparotomy due to such perforations [ 25 ]. In addition, studies have reported that no expected drainage effect occurs after the placement of TDTs, manifested as fecal discharge from the anus rather than from the TDTs [ 4 ].Despite the lack of correlation between the placement of TDTs and the occurrence of AL after RC surgery. However, it is considered that the placement of TDTs can reduce the severity of AL, and healthcare professionals can enhance patient outcomes by proactively optimizing preoperative nutrition, limiting surgical duration to a maximum of three hours, and implementing the placement of TDTs following AL. The placement of TDTs helps to discharge the intestinal contents in time, which is conducive to reducing the length of hospital stay. Studies have found that patients with high-risk factors for anastomotic leakage, such as diabetes and open surgery, have a higher probability of readmissions within 30 days [ 26 ]. The placement of TDTs positively affects the timely and rapid detection of intestinal abnormalities. Thus, the disease can be treated earlier and the reoperation rate can be reduced.

There are several strengths of this meta-analysis: All relevant prospective studies ( n  = 7) from recent years with rich data and high statistical power were included. In addition, our study included recently published randomized controlled trials and more participants ( n  = 1774) than previous meta-analyses. Finally, a sensitivity analysis was performed to assess the potential influence of utilizing adjusted risk ratios on the aggregated effect estimates.

There remain certain limitations within this study. Primarily, the present meta-analyses were unable to mitigate heterogeneity, whether in the overall population or in subgroup analyses. Furthermore, while gender and age are commonly recognized as confounding factors in numerous studies, there exist additional variables that may also hold significant importance, such as the type of TDTs, presence of diverting stoma, and utilization of Neoadjuvant therapy, which may also possess considerable significance. However, none of these phenomena have been thoroughly investigated. The third aspect pertains to the highly intricate and diverse nature of AL. The existing model is incapable of mitigating this heterogeneity. Fourth, the sample size of some included documents is small, and the statistical impact may exhibit constraints, thereby posing challenges in terms of generalizability of the findings.

Conclusions

In conclusion, the placement of TDTs does not yield significant results in terms of reducing the occurrence of AL after RC surgery, including Grade B AL, and Grade C AL. Furthermore, TDTs placement does not lead to heightened complications such as anastomotic bleeding, incision infection, or anastomotic stenosis. Based on the potential for anal pain, iatrogenic perforation, and limited efficacy associated with TDTs placement, we advise against the immediate placement of TDTs following RC surgery. The findings of this research are derived from a compilation of seven prospective studies. Given the current scarcity of data and the variability observed among studies, the conclusion remains subject to scrutiny. Consequently, future investigations should prioritize the implementation of meticulously planned randomized controlled trials with substantial sample sizes to corroborate this assertion.

Availability of data and materials

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Abbreviations

  • Transanal drainage tubes
  • Anastomotic leakage
  • Rectal cancer

Risk ratios

Confidence intervals

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This work was supported by the Hebei Provincial Natural Science Foundation precision medicine joint project (H2020206485) and Hebei Provincial Department of science and technology key project (206Z7705G).

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Yating Liu and Xuhua Hu contributed equally to this work and co-first authors..

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Department of Gastrointestinal Surgery, the Third Hospital of Hebei Medical University, Shijiazhuang, P.R. China

Yating Liu, Yu Huang, Xu Yin, Pengfei Zhang, Yaoguang Hao & Hongyan Li

The Second General Surgery, the Fourth Hospital of Hebei Medical University, Shijiazhuang, P.R. China

Department of Gastrointestinal Surgery, the Second Hospital of Hebei Medical University, Shijiazhuang, P.R. China

Guiying Wang

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Yating Liu, Xuhua Hu, Hongyan Li, and Guiying Wang contributed to the conception and design of the study. Yating Liu, Yu Huang, Xu Yin, Pengfei Zhang, and Yaoguang Hao acquired and analyzed the data. Yating Liu and Xuhua Hu drafted and revised a significant portion of the manuscript or figures. Xu Yin and Yaoguang Hao conducted the statistical analysis. Yating Liu, Xuhua Hu, and Yu Huang wrote the paper. All authors read and approved the present version of the manuscript to be published.

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Liu, Y., Hu, X., Huang, Y. et al. Does transanal drainage tubes placement have an impact on the incidence of anastomotic leakage after rectal cancer surgery? a systematic review and meta-analysis. BMC Cancer 24 , 263 (2024). https://doi.org/10.1186/s12885-024-11990-8

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    Teaching Literary Analysis. Guide students through the five steps of understanding and writing literary analysis: choosing and focusing a topic, gathering, presenting and analyzing textual evidence, and concluding. Literary analysis is a vital stage in the development of students' critical thinking skills.

  14. PARCC Prep: Literary Analysis Writing Task

    Pull ideas from notes in order to draft body paragraph #3. Identify what both texts have in common in order to write a body paragraph explaining these similarities. Draft a punchy conclusion sentence in order to complete the essay effectively. Time Frame: 40-50 minutes.

  15. PDF ELA/Literacy: Grade 9 Online Practice Test Answer and Alignment Document

    ELA/Literacy: Grade 9 Online Practice Test Answer and Alignment Document Unit 1 Items 1‐7 Task: Literary Analysis (LAT) Passage 1: "Departure" by Sherwood Anderson Item Number Answer(s) Standards Alignment 1 VH259613_AT Item Type: EBSR Part A: B Part B: D RL1; RL4 2 VH176343_AT Item Type: EBSR

  16. literary analysis

    Grade Level Span. High (9-12) In this task students write a literary analysis on Kindred around the theme of mental slavery. Note: This task is not accompanied by a rubric. We suggest teachers/schools select an appropriate rubric from this resource bank or your school/district materials.

  17. NJSLA-ELA Companion Guide: Grades 3-8

    Blueprint 1 for grade 3 consists of a Literary Analysis Task and Research Simulation Task. Blueprint 2 is composed of a Narrative Writing Task, Short Passage Set, and Research Simulation Task. The units, ELA task types, and testing times for each blueprint are outlined in Tables 1 and 2. Table 1: ELA Grade 3—Blueprint 1

  18. 10 of the Best Literary Analysis Activities to Elevate Thinking

    2. Graphic Organizers. Graphic organizers are one of my go-to strategies for elevating thinking. We can use them to differentiate and to guide students as we work in small groups. I like to keep a variety of literary analysis graphic organizers for any text on hand so that I can be responsive.

  19. Literary Analysis (Response to Literature) Task Cards for Grades 9-12

    Grade. Pre-K. K. 1st. 2nd. 3rd. 4th. 5th. 6th. 7th. 8th. 9th. 10th. 11th. 12th. All Subjects. Subject. ... Literary Analysis (Response to Literature) Task Cards for Grades 9-12 {CCSS} Rated 4.88 out of 5, based on 8 reviews. 8 Ratings. ... Very good resource material for use in literary analysis and literary devices of several novels during ...

  20. Poetry Analysis Task Cards:CCSS Literary Analysis: ELA 9-10 ...

    By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

  21. PDF PARCC Prep: The Literary Analysis Writing Task

    Literary Analysis Writing. Here are the materials you will need for this lesson series: Generic Template for the literary analysis writing task for your grade level: Refer to the PARCC online pr actice tests, and see the 6th grade model below. Sample Writing Prompt #1: You create this based on content your students are familiar with.

  22. How to Write a Literary Analysis Essay

    Table of contents. Step 1: Reading the text and identifying literary devices. Step 2: Coming up with a thesis. Step 3: Writing a title and introduction. Step 4: Writing the body of the essay. Step 5: Writing a conclusion. Other interesting articles.

  23. Does transanal drainage tubes placement have an impact on the incidence

    The main analysis index was the incidence of AL, Grade B AL, and Grade C AL, while secondary analysis index was the incidence of anastomotic bleeding, incision infection, and anastomotic stenosis. A comprehensive literature search was performed utilizing the databases Cochrane Library, Embase, PubMed, and Web of Science.

  24. Grade 3 English Language Arts/Literacy Literary Analysis Task 2017

    The Literary Analysis Task requires students to read two literary texts that are purposely paired. Students read the texts, answer questions for each text and for the texts as a pair, and then write an analytic essay.