In this project, I trace commonalities between the fields of restorative practices and composition pedagogy, then articulate a first-year writing course design to enact the resultant restorative composition pedagogy. I provide a thick description of the course design, syllabus, assignment sheets, and daily activities, then I analyze pre- and post-semester surveys from students who participated in the course. Using information from the students surveys as well as other artifacts from the semester, I conclude that restorative composition practices can offer a model for meeting composition pedagogy goals by providing an inclusive, egalitarian, and respectful classroom experience.