Imitating Sentence Patterns with Augustine’s City of God (English translation) — ACARA v9 Rhetoric Lesson for a 13‑year‑old

Okay — picture this (Ally McBeal cadence):

You, a thoughtful writer, staring at a powerful sentence from Augustine. You copy it. You copy it again. Then — daringly — you make a new sentence that wears the same bones as the old one but has its own clothes. That, friend, is imitation of sentence patterns. We will do it step by step, gentle and clever, like a small courtroom drama in your head. Yes, cue the tiny dancing baby GIF in the corner of your imagination.

Learning goals (simple, ACARA‑style)

• Understand what it means to imitate a sentence pattern (Corbett style).
• Identify clause types, phrases and their order in a model sentence.
• Create original sentences that follow the same kind, number and order of clauses and phrases.
• Practice using punctuation to help the reader find the sensus (the literal sense).

Short explanation — why this works

When you imitate sentence structures rather than words, you learn the variety of ways English can put ideas together. That gives you new tools so your writing sounds stronger and less boring. Start by copying to feel the rhythm. Then imitate the structure: same types and order of clauses and phrases, new meaning. Don’t be mechanical — the subject, purpose and your voice still decide how a sentence should sound.

Two short English translations of Augustine’s passage (models — not Latin)

Model M (an older manuscript — more flowing, fewer stops):

Since I see that I must now discuss the boundaries of the two cities, earthly and heavenly, I should first set forth, so far as the nature of my work allows, the arguments of men by which they have strove to make for themselves happiness in the misery of this life, so that it may be clear how our vain hopes differ from what God has given us and the thing itself, which is true blessedness that He will give, may become clear not only by divine authority but also by reason applied as we can apply it because of the unbelieving.

Model N (a later copyist — more punctuation to help the reader):

Since I see that I must now discuss the boundaries of the two cities, earthly and heavenly, I should first set forth, so far as the nature of my work allows, the arguments of men by which they have strove to make for themselves happiness in the misery of this life; so that it may be clear how our vain hopes differ from what God has given us. And the thing itself — that is, true blessedness which He will give — may be shown not only by divine authority, but also by reason that we can apply concerning the unbelieving.

Step‑by‑step: how to use one of these as a pattern

1. Copy it a few times. Write Model N and M by hand once each. Feel the rhythm. Read aloud.
2. Label the parts. Underline or number the clauses and phrases in one sentence. For example, in Model N you might see:
   1. An adverb clause to begin: "Since I see that..."
   2. The main clause: "I should first set forth..."
   3. A participial/relative phrase or clause giving detail: "so far as the nature of my work allows"
   4. A noun phrase with an indirect object: "the arguments of men by which..."
   5. A purpose clause: "so that it may be clear..."
   6. An appended explanatory phrase or appositive: "that is, true blessedness..."
3. Build a skeleton. Write the order of clause types alone, e.g. "Adverb clause + Main clause + Participial/relative phrase + Noun phrase + Purpose clause + Appositive."
4. Make your own sentence that follows that skeleton. Keep the same kinds, numbers and order of clauses, but change the ideas and words. Example below.
5. Check meaning and flow. Read aloud. Does it feel natural? If not, tweak vocabulary while keeping the structure.

Examples — imitation, not copying

Here is the skeleton from Model N, then two fresh sentences that follow the same clause order.

Skeleton: Adverb clause + Main clause + Detail phrase + Noun phrase + Purpose clause + Appositive

Imitation A (school topic):

Because I realize we must talk about the rules of our school, I will first explain, as far as the time allows, the problems students face when they rush their homework so that it becomes clear how our careless habits differ from responsible study and the result itself — that is, real learning — can be shown not only by teacher comments but also by the evidence of steady practice.

Imitation B (sports topic):

Since I have noticed that we need to discuss our team’s strategy, I will begin, as much as game time permits, with the plays players have used when they tried to win under pressure so that it becomes clear how our risky hopes differ from the smart choices the coach recommends and the thing itself — that is, consistent victory — can be proved not only by final scores but also by clear teamwork.

Punctuation and the medieval scribe idea (what the manuscripts show)

Medieval scribes added punctuation where readers might get confused. The later scribe (Model N) puts extra stops and markers so the senses (sensus literalis) are easier to find. In plain terms: when a sentence gets long and twists around, adding a semicolon, dash or comma helps the reader know where the main idea pauses and where the side idea begins.

Try this: Take this run‑on sentence and add punctuation to make the meaning clear:

They practiced the play all week the players were tired after school yet they kept going because they wanted to win and their efforts showed improvement.

Possible fix, following the scribe’s idea:

They practiced the play all week; the players were tired after school, yet they kept going because they wanted to win, and their efforts showed improvement.

Exercises (do these, one at a time)

1. Copy Model M and Model N neatly once each. Read them aloud and notice where you breathe.
2. Pick one long sentence from Model N. Label its clause types (adverb clause, main clause, purpose clause, appositive, etc.).
3. Create three original sentences that follow the same kinds, numbers and order of clauses. They must be about different topics (school, sports, or a hobby).
4. Take a long sentence you wrote and try adding punctuation (commas, semicolons, dashes) to help a reader who might get lost. Read the original and the punctuated version aloud and choose the clearer one.

Tips so you don’t get robotic

• Let the subject and the purpose decide some of your choices — imitation is a tool, not a rule book.
• You don’t have to name the clause types while you write — just practice the pattern until it feels natural.
• Start small: imitate short sentence patterns before trying very long ones.
• Read good writers aloud. Rhythm teaches you patterns faster than notes on a page.

Alright — go on. Be curious. Copy. Imitate. Invent. And if you ever find yourself whispering, "Did I just write a clause sandwich?" — smile and write another one. Scene.