In this study, we explore discussions of literature in a high school English Language Arts (ELA) classroom, examining how students read rhetorically. Reading rhetorically considers the ethical effects of narrative content as it is mediated through character dialogue and action, narrator discourse, and the author's organization: a narrative as a story told to someone for some rhetorical purpose. Drawing from rhetorical narratology, we analyzed data collected in a 12th-Grade ELA classroom during student-driven Socratic seminars to ask: how did students address the ethics of various narrative situations as they talked about literature? We found that youth engaged in interpretive discussions that grappled with the complexities of ethical positioning in narrative. We argue that ELA classrooms are key spaces to help students examine how narratives act on readers, how readers act on narratives, and the ethical dimensions of such interpretive work.