This article discusses a method of grammar feedback in Basic Writing that asks students to determine the extent of grammar feedback the instructor provides on their writing. Student-directed grammar feedback acknowledges students' agency and ownership of their own languaging and aligns with translingual writing pedagogy. Drawing on students' preferences for their grammar feedback as well as their written explanations of these preferences, the author argues that a truly translingual approach to grammar feedback is one that engages students in discussions and debates about language, gives them the knowledge they need to consider their language critically, and ultimately honors their agency over their own language, including their agency in requesting help in conforming to standardized English.