Abstract
This research aims to investigate the effectiveness of adapting Grice Maxims in teaching writing at undergraduate level, using a case study approach at Qurtuba University D. I. Khan. The study explores whether teaching writing by emphasizing the principles of relevance, quality, and clarity-which are the key principles of Grice Maxims can improve the quality of writing among undergraduate students. The population of the study is a class of 36 students of BS English enrolled in 2nd semester and 4 teachers who teach various subjects. The study employs a mixed-methods approach, which involves quantitative data collected through pre and post-tests from students, and qualitative data collected through interviews with teachers. The results suggest that using Grice Maxims in teaching writing has a positive impact on students' writing quality, as well as their perception of the writing process. The study concludes that incorporating Grice Maxims into the teaching of writing is a promising pedagogical approach that can enhance writing skills among undergraduate students.
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