Ally McBeal cadence — Sentence annotation for a 13-year-old: Augustine’s long sentence (The City of God) — oral delivery, parsing, verbs, nouns, pauses, emphasis

Short plain-language version (so you understand it first)

Augustine is saying: Because I still need to talk about what will happen to the two kinds of cities (the earthly city and the heavenly city), I must first explain — as much as this book lets me — the kinds of reasons people use to try to find happiness in this sad world. I will explain them so readers can see, not only by Scripture but also by reason, how the empty ideas of philosophers are different from the hope God gives and from the real, complete happiness God will give us.

1) Overall sentence structure (big-picture)

This is a single long sentence built like a staircase: a short opening clause that gives the reason, a main action clause (I must first explain), and then a long purpose/explanatory clause that tells exactly what he will explain and why. It uses several subclauses and a "not only... but also" contrast.

2) Clause-by-clause parsing (step-by-step)

1. Opening adverbial/reason clause: "As I see that I have still to discuss the fit destinies of the two cities, the earthly and the heavenly,"
   • Function: gives the reason/context — "Because I still need to talk about..."
   • Inside it: "I see that I have still to discuss..." — a content clause (what I see) containing a necessity (I have still to discuss).
2. Main clause: "I must first explain,"
   • Main verb: "must explain" (obligation + action). "First" shows order (this comes before his later discussion of destinies).
3. Parenthetical limit phrase: "so far as the limits of this work allow me," — this narrows what he can do (he can only explain within the space of the book).
4. Direct object with relative clause: "the reasonings by which men have attempted to make for themselves a happiness in this unhappy life,"
   • Object: "the reasonings" (the kinds of arguments people use).
   • Relative clause: "by which men have attempted to make for themselves a happiness..." explains the reasonings.
5. Purpose clause (why he explains): "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."
   • Goal: make clear both from God (divine authority) and from arguments for nonbelievers (reasons adduced to unbelievers) the difference between philosophers' empty dreams and (1) God’s hope and (2) God’s actual fulfillment (our blessedness).

3) Verbs (what actions are happening?)

• see (present)
• have (present, part of "have to discuss")
• to discuss (infinitive)
• must explain (modal + verb)
• allow (present, in "limits... allow me")
• have attempted (present perfect)
• to make (infinitive)
• may be (subjunctive/possibility: "it may be evident")
• can be adduced (passive ability)
• differ (present)
• gives (present: "hope which God gives")
• will give (future: "which He will give us")

4) Nouns and important noun phrases (people and things)

• I
• fit destinies
• the two cities / the earthly and the heavenly
• this work / limits
• the reasonings
• men
• a happiness / this unhappy life
• divine authority
• such reasons / unbelievers
• the empty dreams / the philosophers
• the hope which God gives / the substantial fulfillment / our blessedness

5) Grammar and syntax notes (types of clauses and features)

• Adverbial clause of reason: "As I see that..."
• Content clause: "I see that I have still to discuss..."
• Parenthetical limiting phrase: "so far as the limits of this work allow me" — you can slightly de-emphasize this when speaking.
• Relative clause modifying "reasonings": "by which men have attempted..."
• Purpose clause introduced by "in order that it may be evident... how..." — introduces the aim of the explanation.
• Correlative pair: "not only ... but also ..." — used to show two ways the truth should be clear (from divine authority and from reason to unbelievers).
• Antithesis/contrast: philosophers' "empty dreams" vs. God's "hope" and "substantial fulfillment" — a classic rhetorical contrast.

6) Rhetorical and style points

• Augustine writes in a periodic sentence: he delays the main point (what will be explained) until after the introductory bits. This creates anticipation and formality.
• He uses learned vocabulary (fit destinies, substantial fulfillment) and contrast words to build authority and clarity.
• The "not only... but also" structure emphasizes that his explanation will be convincing both to believers (by divine authority) and to unbelievers (by reason).

7) Oral-delivery guide (Ally McBeal style cadence, made kid-friendly)

Ally McBeal's cadence is expressive and musical — slightly sing-song at times, with clear emotional coloring and small dramatic pauses. For a 13-year-old, think: steady, clear, a little theatrical but not over-the-top. Use small rises in pitch for leading ideas and falls for conclusions.

Breathing and pauses (practical marks)

• Comma (,): short pause — take a small breath if you need it.
• Longer commas/parentheses (like the phrase about limits): medium pause — you can de-emphasize the phrase with a quieter voice and a small inhale after it.
• Before the purpose clause and before the final contrast: a longer, dramatic pause (take a full breath).
• End of sentence: hold the last phrase a beat so the final idea lands: "our blessedness."

Where to stress words (what to emphasize)

Emphasize these words to make the meaning clear:

• "still" (shows he hasn't finished)
• "must" and "first" (shows obligation and order)
• "reasonings" and "happiness" (what he'll explain)
• "not only" / "but also" (contrast words)
• "empty dreams" (derisive) versus "hope" and "substantial fulfillment" (positive, full)
• "our blessedness" (final, important idea — say this with warmth and strong closure)

Suggested spoken version with breath marks and cadence hints

(Read out loud using the brackets: [breathe] short, [BREATHE] deeper)

"As I see that I have still to discuss the fit destinies of the two cities, the earthly and the heavenly," [breathe]
"I must first explain" [small pause — let the obligation land]
"so far as the limits of this work allow me," [BREATHE — quieter, slightly de-emphasize this clause]
"the reasonings by which men have attempted to make for themselves a happiness in this unhappy life," [breathe]
"in order that it may be evident, not only from divine authority, but also from such reasons as can be adduced to unbelievers," [longer pause]
"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." [Hold the last words: "our blessedness." Finish with a soft, full tone.]

Two quick delivery styles

• Natural-but-clear: Keep a calm voice, moderate pace, emphasize main words. Good for classroom reading.
• Slightly dramatic (Ally McBeal-flavored): Use small rises in pitch on "still," "must first explain," and "empty dreams," then a warm falling pitch on "our blessedness." Slight rhythmic musicality helps — but don’t rush.

8) Final tip for practice

Mark the sentence with short lines where you want to breathe. Read slowly at first. Record yourself and listen: are the contrasts clear? Does the last idea feel like the conclusion? If yes, you succeeded. If not, slow down and put a slightly longer pause before the final clause.