DescriptionThis paper explores grading student compositions as an undemocratic and unethical practice that is detrimental to their growth as writers, particularly stunting their ability to take positive writing risks, to self-reflect on the rhetorical effectiveness of their work, and to be mindful of their own work and others’ while trying to survive the competitive nature of education. I contend that disassembling the educational hierarchy through abolishing grades will cultivate a more egalitarian composition classroom whereby risk-taking, awareness of rhetorical purpose, and mindfulness are essential skills in students’ repertoires as writers. I offer an alternative grading system for progressive educators working within the bounds of traditional schools who are striving to meet these humanitarian goals.