We are witnessing these days a remarkable rapprochement between the study of rhetoric and the study of narrative. Indeed, these two approaches to New Testament texts are apparently so different that in 2008, Vernon Robbins could lament the “widespread consensus” among scholars that it is “not possible to formulate a systematic rhetorical approach to narrative portions of the Gospels and Acts.” And yet, this bifurcation has been shortsighted. It is not only possible but also necessary and beneficial to bring the resources and insights of narratology into conversation with the resources and insights of rhetorical criticism. This article participates in the move to build bridges across the theoretical crevasses that have divided “New Testament rhetoric” and “New Testament narrative.” First, I take a panoramic view, broadly outlining several reasons that the dividing lines continue to hold currency in New Testament scholarship, and why these views are misguided. I then propose that we reimagine the boundaries of the “New Testament and rhetoric” to include narrative as a mode of persuasion in and of itself, using resources from the literary subfield of rhetorical narratology. Finally, I offer a brief analysis of the uses of speech and silence in Acts 15:1–35 in order to demonstrate how the tools of rhetorical narratology can help us to think in fresh ways about the rhetorical force of New Testament narratives.

This article foregrounds a fact so basic that it often goes unnoticed: stories frequently depict the acts of reading and/or interpreting stories; many narratives are themselves concerned with proper modes of narrative interpretation. I contend that such scenes work rhetorically to inculcate particular kinds of hermeneutical skills in their audiences, and thus can be read as pedagogical scenarios vis-à-vis implied readers. I begin the article by introducing the contemporary notion of narrative reflexivity and situating that concept within the broader literary sub-field of rhetorical narratology. Then, I turn to Acts 8.26–40 as a brief case study in order to demonstrate how narrative reflexivity can help us to think in fresh ways about the pedagogical force of ancient narratives. Specifically, I argue that this story in Acts reflexively commends the following hermeneutical principle for its readers: because reading is not synonymous with understanding, one ought to have an authoritative interpretive guide, and embrace a hermeneutic of hospitality towards the received narrative. Finally, I highlight several examples from ancient literature that demonstrate why my proposed reading coheres with ancient views about pedagogy and textual interpretation more broadly.

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Traditionally, discussions of Synoptic narrative design have drawn heavily from the subfield of literary formalism in order to illuminate constitutive components of story like plot, character, setting, and time. This chapter advocates engagement with the so-called New Formalism, which seeks to revive “old” formalists’ attention to narrative form and structure, while addressing critiques of formalism’s earlier iterations. After an introduction to New Formalism, the chapter explores how capacious considerations of the Gospels’ narrative design—and the polyvalent affordances of narrative form—can expand and deepen our conceptions of how the Synoptic Gospels work literarily as narrative structures. The famous Markan suspended ending serves as a case study.

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