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In recent years, the increased emphasis on self‐assessment and peer review has opened up alternative methods for grading student writing such as portfolios or contract grading. Portfolios make it possible for students to demonstrate improvement from draft to draft, allowing for grading criteria that can include effort and growth of metacognitive practice of revision strategies. Contract grading goes further in that it can reward time on task in innovative ways, as explained in Asao Inoue's influential Labor‐Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom (2019). Motivated by a desire to be equitable to his diverse students, Dan has experimented with alternative forms of grading and currently uses both portfolios and contract grading in his own classrooms. In the third edition we devote a new chapter (chapter 16) to these alternatives to traditional grading.