This chapter interrogates the intersection of labor, assessment, and generative AI through a Marxist critique of labor-based assessment in the writing classroom. Beginning with an analysis of Asao Inoue’s labor-based grading contracts, the chapter explores how Marxist concepts—particularly the commodity form, exchange value, and use value—are mobilized to reimagine assessment practices. However, the chapter argues that Inoue’s framework, while valuable, remains limited by its analogical use of Marxist categories and its reluctance to engage with surplus value, abstract labor, and the broader political economy of higher education. The chapter then turns to the rise of generative AI, positioning student use of LLMs as a form of automation that aligns with neoliberal entrepreneurialism and the erosion of symbolic authority in the university. Drawing on Jodi Dean and Derek R. Ford, the chapter concludes by proposing a radical pedagogical response: the cultivation of “anti-values” and incommunicable practices that resist the commodification of student labor. In doing so, it calls for a reimagining of the postdigital writing classroom as a site of collective experimentation beyond the logic of capital.