Workshop Goal (for an 11‑year‑old)
- Do a careful close reading of a long historical sentence from Augustine (The City of God).
- Use a T‑model (subject / predicate) + Michael Clay Thompson style parts‑of‑speech for each word.
- Mark phrases (prepositional, relative, infinitive, purpose) and clause types (adverbial, relative, noun clause).
- Perform a short, memorized mock‑court speech in a playful Ally McBeal cadence — practice diction, pace, expression.
Sentence to parse (read aloud slowly first)
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.
Step‑by‑step instructions (scaffold)
- Notice the big pieces: an opening adverbial clause, a main clause with explain, many embedded clauses (relative clauses, a purpose clause, a noun clause introduced by how).
- Use the T‑model: left side = Subject (who/what the sentence is about), right side = Predicate (what is said about the subject).
- For every word, write its Part of Speech (POS). Then label each word's role: subject, predicate verb, object, modifier, phrase head, clause marker, etc.
- Mark phrases: circle prepositional phrases, underline relative clauses, box infinitives, and double‑underline purpose clauses.
T‑Model worksheet (scaffolded boxes and circles — fill POS and function)
Use the boxes (☐) to write the Part of Speech for each word. Use the small circle (○) to write the phrase or clause type (e.g., adv clause / noun clause / rel clause / prep. phrase / inf. phrase).
| Word | Part of Speech (write in ☐) | Function / Phrase (write in ○) |
|---|---|---|
| As | ☐ | ○ (_____ clause marker) |
| I | ☐ | ○ (subject of adv. clause) |
| see | ☐ | ○ (verb of adv. clause) |
| that | ☐ | ○ (subordinator to noun clause) |
| I | ☐ | ○ (subject of noun clause) |
| have | ☐ | ○ (verb—have to/need to) |
| still | ☐ | ○ (adverb—modifies 'have') |
| to | ☐ | ○ (infinitive marker) |
| discuss | ☐ | ○ (infinitive verb—complement of 'have') |
| the | ☐ | ○ (determiner) |
| fit | ☐ | ○ (adjective—modifies 'destinies') |
| destinies | ☐ | ○ (noun—object of 'discuss') |
| of | ☐ | ○ (prep. — starts prep. phrase) |
| the | ☐ | ○ (determiner) |
| two | ☐ | ○ (number—determiner) |
| cities | ☐ | ○ (noun—object of 'of') |
| the | ☐ | ○ (det.) |
| earthly | ☐ | ○ (adj.—appositive) |
| and | ☐ | ○ (coord.) |
| the | ☐ | ○ |
| heavenly | ☐ | ○ |
| I | ☐ | ○ (subject of main clause) |
| must | ☐ | ○ (modal aux.) |
| first | ☐ | ○ (adv.—order/sequence) |
| explain | ☐ | ○ (main verb/predicate) |
| so | ☐ | ○ (part of 'so far as' — adv.) |
| far | ☐ | ○ (adv. — part of phrase) |
| as | ☐ | ○ (subordinator — starts clause) |
| the | ☐ | ○ (det.) |
| limits | ☐ | ○ (noun—head of NP) |
| of | ☐ | ○ (prep.) |
| this | ☐ | ○ (det.) |
| work | ☐ | ○ (noun—object of 'of') |
| allow | ☐ | ○ (verb — 'allow me') |
| me | ☐ | ○ (object of 'allow') |
| the | ☐ | ○ (det.) |
| reasonings | ☐ | ○ (noun—direct object of 'explain') |
| by | ☐ | ○ (prep. — begins relative)"> |
| which | ☐ | ○ (relative pronoun — object of 'by') |
| men | ☐ | ○ (subject of rel. clause) |
| have | ☐ | ○ (aux.) |
| attempted | ☐ | ○ (verb of rel. clause) |
| to | ☐ | ○ (infinitive marker) |
| make | ☐ | ○ (infinitive verb—complement of 'attempted') |
| for | ☐ | ○ (prep. — 'for themselves') |
| themselves | ☐ | ○ (reflexive pronoun—object of 'for') |
| a | ☐ | ○ (det.) |
| happiness | ☐ | ○ (noun—object of 'make') |
| in | ☐ | ○ (prep. — starts adv. phrase) |
| this | ☐ | ○ (det.) |
| unhappy | ☐ | ○ (adj.) |
| life | ☐ | ○ (noun—object of 'in') |
| in | ☐ | ○ (prep. — starts purpose phrase 'in order that') |
| order | ☐ | ○ (noun—part of 'in order that') |
| that | ☐ | ○ (subordinator—introduces purpose clause) |
| it | ☐ | ○ (dummy subject of 'may be evident') |
| may | ☐ | ○ (modal) |
| be | ☐ | ○ (linking verb) |
| evident | ☐ | ○ (predicate adjective) |
| not | ☐ | ○ (adverb—part of 'not only') |
| only | ☐ | ○ (adverb—pair with 'not...but also') |
| from | ☐ | ○ (prep.) |
| divine | ☐ | ○ (adj.) |
| authority | ☐ | ○ (noun—object of 'from') |
| but | ☐ | ○ (coordinator: 'but also') |
| also | ☐ | ○ (adv.) |
| from | ☐ | ○ (prep.) |
| such | ☐ | ○ (det.) |
| reasons | ☐ | ○ (noun—object of 'from') |
| as | ☐ | ○ (relative conj. — starts 'as can be adduced...') |
| can | ☐ | ○ (modal) |
| be | ☐ | ○ (verb) |
| adduced | ☐ | ○ (past part.—part of passive) |
| to | ☐ | ○ (prep.) |
| unbelievers | ☐ | ○ (noun—object of 'to') |
| how | ☐ | ○ (subordinator — starts noun clause 'how...differ') |
| the | ☐ | ○ (det.) |
| empty | ☐ | ○ (adj.) |
| dreams | ☐ | ○ (noun—subject of 'differ') |
| of | ☐ | ○ (prep.) |
| the | ☐ | ○ (det.) |
| philosophers | ☐ | ○ (noun—object of 'of') |
| differ | ☐ | ○ (verb—predicate of 'dreams') |
| from | ☐ | ○ (prep.) |
| the | ☐ | ○ (det.) |
| hope | ☐ | ○ (noun—object of 'from') |
| which | ☐ | ○ (relative pronoun—starts rel. clause on 'hope') |
| God | ☐ | ○ (subject of rel. clause) |
| gives | ☐ | ○ (verb) |
| to | ☐ | ○ (prep.) |
| us | ☐ | ○ (object of 'to') |
| and | ☐ | ○ (coord.) |
| from | ☐ | ○ (prep.) |
| the | ☐ | ○ (det.) |
| substantial | ☐ | ○ (adj.) |
| fulfillment | ☐ | ○ (noun—object of 'from') |
| of | ☐ | ○ (prep.) |
| it | ☐ | ○ (pronoun—object of 'of') |
| which | ☐ | ○ (relative pronoun—starts rel. clause) |
| He | ☐ | ○ (subject of rel. clause) |
| will | ☐ | ○ (modal) |
| give | ☐ | ○ (verb) |
| us | ☐ | ○ (object) |
| as | ☐ | ○ (prep. — 'as our blessedness') |
| our | ☐ | ○ (possessive det.) |
| blessedness | ☐ | ○ (noun — object of 'as') |
Full exemplar parse (model answer) — parts of speech + function
Below is a completed MCT‑style parse (concise). Use it as the exemplar model you compare your worksheet to.
As (subordinating conjunction — introduces adverbial clause)
I (personal pronoun — subject of adv. clause)
see (verb — predicate of adv. clause)
that (subordinator — introduces noun clause as object of 'see')
I (pronoun — subject of noun clause)
have (catenative verb/modal — 'have to' meaning need)
still (adverb — modifies 'have')
to (infinitive marker)
discuss (infinitive verb — complement of 'have')
the (determiner)
fit (adjective — modifies 'destinies')
destinies (noun — direct object of 'discuss')
of the two cities (prepositional phrase modifying 'destinies'; 'of' = prep., 'cities' = noun head)
— the earthly and the heavenly (appositive adjectives clarifying 'the two cities')
I (pronoun — subject of main clause)
must (modal auxiliary — necessity)
first (adverb — order)
explain (verb — main predicate)
so far as the limits of this work allow me (adverbial clause of extent — 'so far as' + clause; 'limits' head noun; 'allow' verb; 'me' object)
the reasonings (noun phrase — direct object of 'explain')
by which men have attempted to make for themselves a happiness in this unhappy life (relative clause modifying 'reasonings'; 'by which' = preposition + relative pronoun; inside: 'men' = subject, 'have attempted' = verb, 'to make' = infinitive complement, 'for themselves' = prep. phrase, 'a happiness' = object, 'in this unhappy life' = adverbial prep. phrase)
in order that it may be evident (purpose clause — 'in order that' introduces purpose; 'it' = dummy subject)
not only from divine authority (prepositional phrase — source)
but also from such reasons as can be adduced to unbelievers (prepositional phrase — source; contains relative clause 'as can be adduced to unbelievers')
how the empty dreams of the philosophers differ (noun clause — complement of 'evident'; 'how' introduces; subject = 'the empty dreams of the philosophers', predicate = 'differ')
from the hope which God gives to us (prep. phrase; contains relative clause on 'hope')
and from the substantial fulfillment of it (prep. phrase; 'of it' refers back to 'hope')
which He will give us as our blessedness (relative clause modifying 'fulfillment'; 'He' = subject; 'will give' = verb; 'us' = indirect object; 'as our blessedness' = complement/role phrase).
SENTENCE TYPE: Declarative, complex (main clause + multiple subordinate clauses and relative clauses). Multiple embedded clauses: adverbial clause (opening), noun clause (object of 'see'), relative clauses, purpose clause ('in order that'), noun clause introduced by 'how'.
Exemplar / Proficient / Meeting / Beginning — parsing feedback and comments
Use these comments to self‑assess or to mark a student's work.
- Exemplar (A): Every word has a correct POS label; clause types (adverbial, noun clause, relative clauses, purpose clause) are identified and underlined; phrases are circled. The T‑model clearly shows the subject of the main clause (I) and the predicate (must first explain …). Notes show relationships (e.g., that‑clause is object of 'see'; how‑clause is complement of 'evident'). Student explains one or two tricky items in a short margin note (e.g., 'have still to discuss' = catenative/obligation form).
- Proficient (B): Most words correctly labelled; clause types identified but maybe one relative clause unlabeled. The T‑model correctly separates subject/predicate. Minor errors: mixing 'that' as conjunction vs relative pronoun. Comments: correct those two points and explain why 'how' begins a noun clause.
- Meeting (C): Major parts labelled (main subject, main verb, several prepositional phrases). Some word POS mistakes (e.g., calling 'which' a conjunction rather than relative pronoun) and missed an embedded clause. Encourage re‑reading the sentence and re‑marking the clauses using the exemplar as guide.
- Beginning (D–E): Student finds the main verb and maybe a few nouns, but many POS and clause types incorrect or blank. Suggest step: first mark commas and chunks, then ask: "Who is doing what?" (find main subject and verb). Then find first subordinate piece: the opening 'As I see...' — identify it as adverbial. Work slowly with the exemplar model and fill one or two words at a time.
Mock‑court / Theatre performance: Ally McBeal cadence (fun + legalese)
Purpose: turn your reading into a short, memorized mini‑speech. Keep it to 40–60 seconds. Use a playful legal persona (a little theatrical, witty — think Ally McBeal's quick rhythms, emotional emphasis, and tiny pauses for comedic or dramatic effect).
Break the sentence into 4 memorisable chunks
- Chunk 1 (opening clause): "As I see that I have still to discuss the fit destinies of the two cities, the earthly and the heavenly,"
- Chunk 2 (main claim start): "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,"
- Chunk 3 (purpose clause): "in order that it may be evident, not only from divine authority, but also from such reasons as can be adduced to unbelievers,"
- Chunk 4 (conclusion of sentence): "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."
Performance tips — Ally McBeal cadence
- Start gently for Chunk 1: slightly breathy, curious tone, as if reading a legal brief that’s also personal. Pause at the comma before "I must".
- Chunk 2: speed up slightly, crisp consonants. Emphasize "explain" and gesture with an open palm toward the audience (like calling a witness).
- Chunk 3: drop voice a little for "in order that it may be evident" to sound deliberate; then quicken for "not only...but also" — the contrast should sound judicial and witty.
- Chunk 4: crescendo gently at "how the empty dreams of the philosophers" then soften at "which God gives to us"—end warmly on "our blessedness." Use a small, satisfied smile — Ally McBeal energy: smart + a little theatrical.
- Breathing: take a full breath before Chunk 1 and a controlled breath at each comma where the sentence naturally pauses. Use punctuation as your guiding lights for breaths.
Memorized mini‑speech (short version to practice)
"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."
Oral performance rubric (Exemplar → Beginning)
Score yourself (or a partner score you) using 4 categories. Read the short descriptors below and match the level.
| Category | Exemplar | Proficient | Meeting | Beginning |
|---|---|---|---|---|
| Accuracy | Recites full sentence, accurate words and punctuation in memory. | Small slips; recovers quickly. | Leaves out or changes short sections; meaning mostly clear. | Many omissions; needs cue cards. |
| Expression & Cadence | Perfect Ally McBeal rhythm: playful, clear contrasts, controlled pauses. | Good emotion, mostly steady pace, one or two flat spots. | Monotone or stilted; some correct emphasis. | Monotone, rushed, or barely audible. |
| Clarity & Diction | Clear consonants and vowels; audience hears important words. | Mostly clear; occasional swallowed words. | Often unclear; needs slower pace. | Hard to understand; many words mumbled. |
| Stage presence / Use of pauses | Natural gestures, eye contact, effective pause before main claims. | Uses some gesture and eye contact; pauses okay. | Little eye contact; few natural pauses. | No eye contact, reads every word too fast. |
Feedback comments examples
- Exemplar comment: "Beautiful control — your pauses at the clause boundaries made the complex sentence feel clear. Great emphasis on 'hope' and 'blessedness.'"
- Proficient comment: "Good reading; try to slow slightly at the long middle clause so the audience can follow the ideas."
- Meeting comment: "You may have rushed. Mark breaths on the sentence and rehearse chunk by chunk."
- Beginning comment: "Focus first on memorizing chunk 1 and chunk 2 only. Practice repeating them slowly with clear diction."
Teacher / Student quick checklist
- Mark the opening adverbial clause and draw a bracket around it. ("As I see...")
- Find the main subject and main predicate: write them in the T‑model center line (Subject: I) (Predicate: must first explain ...).
- Circle all prepositional phrases and underline relative clauses (which/as/that clauses).
- Label each word's part of speech in the blanks above; compare to the exemplar parse.
- Rehearse the sentence aloud in the four chunks, then perform for a partner with Ally McBeal cadence.
If you'd like, I can: (a) produce a printable one‑page worksheet PDF version, (b) give a shortened child‑friendlier paraphrase of the sentence, or (c) make cue cards for the four chunks with performance notes. Which would you like next?