Responding to growing interests in alternative assessment practices, this article examines ungrading in two composition courses at a public university classified as a Hispanic-Serving Institution, detailing its implementation by two instructors in an Accelerated Learning Program composition class and a standalone composition class. Utilizing ungrading in our classes and highlighting student responses in their writing and interviews, we argue that ungrading serves as an assessment strategy that promotes radical student inclusion in the basic writing classroom. Ungrading, we suggest, has the potential to transform learning processes and relations by centering and transparently prioritizing affective dynamics of trust, care, and mutual recognition. In addition, ungrading couples these affects with a metacognitive framework for student self-assessment. For these reasons, ungrading--which we here aim to distinguish from other alternative assessment practices--is a valuable and highly implementable practice for writing pedagogy in the context of diverse university settings.