Close-reading & mock-court worksheet (18-year-old) — Augustine’s City of God: sentence parsing T‑model + Ally McBeal courtroom cadence

Workshop goal (18-year-old)

Close-read and parse this complex sentence from Saint Augustine (Marcus Dods translation). Then craft a short memorized mock-court speech (opening statement style) with an Ally McBeal theatrical/legal cadence. Use the T-model to label every word's part of speech, show phrase boundaries, and identify sentence parts and sentence structure/type. Work from the exemplar, then complete the scaffolded blanks and rehearse aloud.

The sentence (memorize this exact wording)

"As I see that I have still to discuss the fit destinies of the two cities, the earthly and the heavenly, I must first explain, so far as the limits of this work allow me, the reasonings by which men have attempted to make for themselves a happiness in this unhappy life, in order that it may be evident, not only from divine authority, but also from such reasons as can be adduced to unbelievers, how the empty dreams of the philosophers differ from the hope which God gives to us, and from the substantial fulfillment of it which He will give us as our blessedness."

Quick labels (ready reference)

• Sentence type: Declarative
• Sentence structure: Complex (multiple subordinate clauses; contains coordinating elements)
• Main clause (core): "I must first explain ... the reasonings ..." (subject = I; predicate = must explain ...)
• Major subordinate clauses: introductory adverbial clause beginning with "As"; parenthetical limiting clause "so far as... allow me"; purpose clause "in order that..." containing nested indirect question "how... differ" and relative clauses modifying nouns.

Worksheet — T‑model (student version: blanks to fill)

Below: each word in the sentence appears with two blank boxes: (1) part of speech, (2) function/role in the sentence (subject, main verb, direct object, prepositional object, relative pronoun, subordinate conjunction, modifier, complement, etc.). Use the example key on the right if needed.

Exemplar parse (fully annotated) — fill this one in first to learn the method

Below is the exemplar T-model parse. Each word is given: part of speech (POS) — short tag — and its syntactic function. Phrases and clause labels follow after the word list.

As            (subord. conj.; introduces adverbial concessive clause)
I             (pron.; subject of see)
see           (verb, present; matrix verb of subordinate clause: "I see that...")
that          (subord. conj.; introduces object clause of see)
I             (pron.; subject of clausal complement "I have still to discuss...")
have          (aux. verb; perfect/modal-like auxiliary in embedded clause)
still         (adv.; adverb modifying "to discuss" — temporal/continuative)
to             (infinitive marker)
discuss       (verb infinitive; complement of "have... to")
the           (def. art.; determiner of "destinies")
fit           (adj.; modifier of "destinies")
destinies     (noun pl.; direct object/compl. of "discuss")
of            (prep.; introduces prepositional phrase modifying "destinies")
the           (def. art.; determiner of "cities")
two           (num. adj.; modifier of "cities")
cities,       (noun pl.; object of prep. "of")
the           (def. art.; determiner of appositive) 
earthly       (adj.; modifier in apposition to "cities")
and           (coord. conj.; links appositive adjectives) 
the           (def. art.)
heavenly,      (adj.; second appositive modifier of "cities")
I             (pron.; subject of main clause) 
must          (modal aux.; main-clause auxiliary) 
first         (adv.; sentence adverb modifying "explain") 
explain,      (verb; main-clause lexical verb; takes as object the noun phrase "the reasonings by which...")
so            (adv.; part of the phrase "so far as")
far           (adv.; part of "so far as")
as            (subord. conj.; introduces limiting subordinate clause modifying "explain")
the           (def. art.; determiner of "limits")
limits        (noun pl.; head of NP, object of "of")
of            (prep.; links "limits" to "this work")
this          (demonstrative adj.; modifies "work")
work          (noun; object of prep. "of" )
allow         (verb; predicate of limiting clause) 
me,           (pron.; direct object of "allow")
the           (def. art.; determiner of "reasonings")
reasonings    (noun pl.; direct object of main verb "explain")
by            (prep.; introduces adverbial phrase modifying "reasonings": agent/instrument relation) 
which         (rel. pron.; head of relative clause modifying "reasonings")
men           (noun pl.; subject of relative clause) 
have          (aux. verb; perfect auxiliary in relative clause) 
attempted     (past participle/main verb in relative clause) 
to            (infinitive marker) 
make          (verb infinitive; complement of "attempted") 
for           (prep.; introduces benefactive phrase) 
themselves    (reflexive pron.; object of "for" = beneficiary) 
a             (indef. art.; determiner) 
happiness     (noun; object of "make") 
in            (prep.; introduces locative/adverbial phrase) 
this          (demonstrative adj.; modifies "life") 
unhappy       (adj.; modifier of "life") 
life,         (noun; object of "in") 
in            (prep.; begins purpose phrase "in order that") 
order         (noun; part of idiom "in order that" = purpose marker) 
that          (subord. conj.; introduces purpose clause) 
it            (pron.; expletive/subject of "may be evident") 
may           (modal aux.; marks possibility in purpose clause) 
be            (verb; copula) 
evident,      (adj.; predicative complement) 
not           (adv.; first half of correlative "not only... but also") 
only          (adv.; completes correlative) 
from          (prep.; begins prepositional phrase modifying "evident") 
divine        (adj.; modifies "authority") 
authority,    (noun; object of "from") 
but           (coord. conj.; begins correlative "but also") 
also          (adv.; correlative adverb) 
from          (prep.; begins second prepositional phrase modifying "evident") 
such          (demonstrative/determiner; modifies "reasons") 
reasons       (noun pl.; object of "from") 
as            (rel. conj.; introduces relative clause modifying "reasons") 
can           (modal aux.; main modal in relative clause) 
be            (verb; passive auxiliary) 
adduced       (past participle; main verb in passive relative clause) 
to            (prep.; introduces indirect object of "adduced") 
unbelievers,   (noun pl.; object of "to") 
how           (subord. conj.; introduces indirect content clause—"how...differ") 
the           (def. art.; determiner) 
empty         (adj.; modifies "dreams") 
dreams        (noun pl.; subject of "differ") 
of            (prep.; links "dreams" to "philosophers") 
the           (def. art.) 
philosophers  (noun pl.; object of "of") 
differ        (verb; intransitive predicate of content clause introduced by "how") 
from          (prep.; introduces comparison complement) 
the           (def. art.) 
hope          (noun; object of "from") 
which         (rel. pron.; introduces relative clause modifying "hope") 
God           (proper noun; subject of relative clause) 
gives         (verb; transitive; predicate of relative clause) 
to            (prep.; introduces indirect object) 
us,           (pron.; indirect object of "gives") 
and           (coord. conj.; coordinates second comparison in the "differ from X and from Y" structure) 
from          (prep.; introduces second comparison complement) 
the           (def. art.) 
substantial   (adj.; modifies "fulfillment") 
fulfillment   (noun; object of "from") 
of            (prep.; introduces genitive relation) 
it            (pron.; refers back to "hope") 
which         (rel. pron.; introduces relative clause modifying "fulfillment") 
He            (pron.; subject of relative clause (God)) 
will          (modal aux.; future) 
give          (verb; predicate of relative clause) 
us            (pron.; indirect object) 
as            (prep.; introduces prepositional phrase marking role or identity) 
our           (possessive adj.; modifies "blessedness") 
blessedness.  (noun; object of "as", final complement)

Phrase & clause inventory (exemplar)

• Introductory adverbial clause: "As I see that I have still to discuss the fit destinies of the two cities, the earthly and the heavenly," (concessive/temporal framing)
• Main clause: "I must first explain ... the reasonings ..."
• Limiting clause (parenthetical): "so far as the limits of this work allow me" — adverbial modifying "explain"
• Direct object NP: "the reasonings by which men have attempted to make for themselves a happiness in this unhappy life" — head noun + relative clause
• Purpose clause: "in order that it may be evident ..." — contains correlative prepositional phrases and nested relative clauses
• Indirect content clause inside purpose clause: "how the empty dreams ... differ from ..." (a nominal clause functioning as complement of "evident")

Scaffolded speaking task — mock-court opening (Ally McBeal cadence)

Perform a 60–90 second memorized opening that presents Augustine’s claim as if you were counsel making a persuasive legal summary. Use a playful, slightly theatrical Ally McBeal cadence: articulate legal points with conversational asides, brief comedic timing between clauses, and clear rhetorical rise/fall on key content words. Keep the language dignified but human.

Suggested chunking for memorization (4–6 chunks):

1. Chunk A (framing): "As I see that I have still to discuss the fit destinies of the two cities, the earthly and the heavenly," [short pause: breathe]
2. Chunk B (thesis): "I must first explain, so far as the limits of this work allow me, the reasonings by which men have attempted to make for themselves a happiness in this unhappy life," [beat: lower volume at 'unhappy life']
3. Chunk C (purpose): "in order that it may be evident, not only from divine authority, but also from such reasons as can be adduced to unbelievers," [slight emphasis on 'not only... but also']
4. Chunk D (contrast): "how the empty dreams of the philosophers differ from the hope which God gives to us," [contrast 'empty dreams' vs 'hope'—change tone]
5. Chunk E (fulfillment): "and from the substantial fulfillment of it which He will give us as our blessedness." [make the last five words resonate—slow down and hold 'blessedness']

Delivery tips (Ally McBeal cadence):

• Use a conversational opening: imagine you're speaking to a judge who is also your friend — crisp diction, slight humor in aside clauses.
• Insert micro-pauses at commas; longer breath at major clause breaks (after appositive "the earthly and the heavenly," and after "unhappy life,").
• Highlight contrasts with pitch change: lower voice for "empty dreams," brighter, lifted tone for "hope" and "blessedness."
• Occasional rhetorical whisper for effect on "unbelievers" or "blessedness."

Performance rubric & feedback (sentence parsing + oral delivery)

Use the rubric to self-assess or peer-assess. Aim for the exemplar. Comments explain what to improve at each level.

Sentence parsing — levels

• Exemplar (A) — All words correctly labeled with POS and accurate syntactic roles; all phrases and clauses identified and labeled (including nested relative and content clauses); clear T-model diagram; insightful comments about clause function and discourse role. Example comment: "Correctly identified the introductory concessive clause and labeled the content clause 'how... differ' as a nominal complement of 'evident.'"
• Proficient (B) — Most words correctly labeled (1–3 small errors), major clauses and phrases correctly recognized, relative clauses identified though one nested function maybe unclear. Example comment: "Good work: main vs subordinate clauses clear; revise labeling of a passive participle as main verb vs adjective in a relative clause."
• Meeting expectations (C) — Key subject/verb relationships identified; some POS errors (function words mis-tagged), one or two clause identifications missing or mis-located. Example comment: "You found the main verb and subject but missed the relative clause boundary after 'reasonings.' Re-draw that T-branch to show the relative clause attached to 'reasonings.'"
• Beginning (D–E) — Main idea recognized but many POS labels incorrect; phrases not demarcated; subordinate-purpose structure not identified. Example comment: "Focus first on pairing subjects and verbs; draw clause lines with a pencil: what is the verb of each clause? Then mark the clause's subject."

Oral mock-court performance — levels

• Exemplar (A) — Fully memorized, excellent diction, natural Ally McBeal cadence: crisp pauses, rhetorical contrast emphasized, strong projection and emotional control; clear interpretation showing understanding of structure and nuance. Comment: "You used pause strategically at clause boundaries and made the nested 'how' clause dramatic but accurate."
• Proficient (B) — Mostly memorized, clear pacing and good emphasis; minor hesitations but recovered smoothly; good contrast between 'dreams' and 'hope.' Comment: "Polish the ending: slow just a touch on 'blessedness' to let it land."
• Meeting expectations (C) — Reads largely accurately but with little variation in tone; pace may be too even, reducing rhetorical effect; some missing small words. Comment: "Work on pauses at commas; they matter for comprehension. Try the chunked approach aloud with a metronome at 60-70 bpm to space phrases."
• Beginning (D–E) — Stumbling and incomplete memorization; monotone, no rhetorical shaping; difficulty controlling breath leading to rushes. Comment: "Break into the 4–6 chunks above and rehearse each until you can say each chunk comfortably with a single breath."

Notes for teachers / coaches

• Use the blank table above for in-class practice — let students complete in pairs: one reads aloud in chunks, the partner marks clause boundaries and POS choices, then swap.
• Encourage students to annotate the sentence on paper with bracketed clauses and underlined heads before filling boxes.
• For oral rehearsals, record students and play back. Ask them to mark three moments where pitch or pause could be stronger.

If you want: Ready-made exemplar printed answers for the blank worksheet

Ask and I will paste the full word-by-word answers into the blank worksheet cells (so you can print a teacher key). Also tell me if you'd like a printable one-page A4 PDF layout instead.

End of workshop materials.