This article introduces the idea of grammar agreements as a way to offer a more “finely tuned approach” to grammar feedback in the L2 classroom (Ferris, Liu, Sinha, & Senna, p. 307). These agreements offer students options for how the teacher will respond to writing done in their first-year composition classes. The authors offer suggestions for both why grammar agreements are a useful tool in the L2 writing classroom (and possibly beyond) and how to implement grammar agreements effectively.