Mind Over Matter

Grice’s maxims are a set of principles that guide effective communication. The philosopher Paul Grice proposed the maxims in his influential paper Logic and Conversation (1975). Although these maxims are old, they are by no means obsolete. Grice’s maxims of conversation are frequently cited in academic textbooks and research. These maxims are valuable tools for effective communication and language analysis. In this blog, I am particularly discussing the application of Grice’s maxims for students’ assessment. The four maxims Grice proposed are listed below.

• The maxim of quantity: Make your contribution as informative as is required, but not more or less than is required.
• The maxim of quality: Do not say what you believe to be false or for which you lack adequate evidence.
• The maxim of relation: Be relevant to the topic or purpose of the conversation.
• The maxim of manner: Be clear, brief, orderly and avoid ambiguity and obscurity.

Grice argued that speakers and listeners implicitly follow these maxims in ordinary conversations and that they help to achieve the cooperative principle. He argued, “Make your conversational contribution such that it is consistent with the accepted purpose or direction of the talk exchange in which you are engaged.”

Grice’s maxims are not absolute rules but guidelines that can be violated or flouted for various reasons, such as humor, irony, sarcasm, politeness, etc. However, when a speaker violates a maxim, the listener expects that there is some hidden meaning or implication behind the violation. This is called conversational implicature, and it is one of the main contributions of Grice’s theory to pragmatics, the study of language use in context. Conversational implicature is the process of inferring what the speaker means beyond what they literally say. For example, if someone says, “Can you pass me the salt?” they are not just asking about your ability to pass the salt but rather requesting that you do so. Similarly, if someone says, “You’re a fine friend”, they may not be complimenting you but rather criticizing you for being a bad friend. The listener must use their knowledge of the situation and the speaker’s intentions to determine the true meaning of these utterances.

The Application of the Maxims in various Contexts

The maxims of communication can be applied to various situations and contexts where effective and cooperative communication is needed. For example:

• In academic writing or speaking, the maxims can help writers or speakers present their arguments or findings clearly, concisely, and credibly. They can also help readers or listeners evaluate the quality and relevance of the sources or evidence the writers or speakers used.
• In business communication, the maxims can help employees or managers communicate their goals, expectations, or feedback in a clear, concise, and relevant way. They can also help customers or clients understand businesses’ products or services and make informed decisions.
• In interpersonal communication: The maxims can help friends or family members communicate their feelings, needs, or opinions in a truthful, respectful, and appropriate way. They can also help strangers or acquaintances establish rapport and trust by being polite and cooperative.

Grice’s maxims of conversation are valuable tools for analyzing and improving our communication skills. Following these principles allows us to communicate more effectively and cooperatively with others in various situations.

Application of Grice’s Maxims for Assessment

In our context, teachers, especially those recently inducted, often wonder what rubric is to be followed for assessment. Grice maxims provide a very efficient and reliable model for assessment. But how can we apply Grice’s maxims to students’ written exam performance? Here are some possible ways to evaluate the quality and effectiveness of students’ exam scripts, with some details and discussion for each:

• The maxim of quantity: We can check if the students have provided enough information to answer the question, but not too much or too little. For example, if the question is “What are the main causes of global warming?” we can look for at least two or three causes, with some explanation or evidence. We can also look for signs of redundancy, irrelevance or omission in their answers. Redundancy means repeating the same information or using unnecessary words. Irrelevance means including information unrelated to the question or the main point. Omission means leaving out important information or details needed to answer the question entirely.
• The maxim of quality: We can check if the students have used reliable sources and cited them correctly. We can also check if they have avoided making false or unsupported claims or contradicting themselves. For example, if the question is “How does social media affect mental health?” we can look for references to studies or statistics that support their arguments and avoid statements like “Social media is bad for everyone” or “Social media has no effect on mental health”. Claims that lack factual support or are refuted by additional sources are considered false or unsupported. Contradictions are those that are inconsistent with the student’s arguments or with the question.
• The maxim of relation: We can check if the students have stayed on topic and addressed the question directly. We can also check if they have organized their answers logically and coherently. For example, if the question is “How did the Industrial Revolution change society?” we can look for a clear introduction, body and conclusion, with transitions between paragraphs and sentences. In their answers, we can also look for signs of digression, confusion or irrelevance. Digression means going off-topic or losing focus on the main point. Confusion means mixing up different ideas or arguments without clarity. Irrelevance means including information unrelated to the question or the main point.
• The maxim of manner: We can check if the students have used clear and appropriate language and style. We can also check if their expressions have avoided ambiguity and obscurity. For example, if the question is “What are the advantages and disadvantages of online learning?” we can look for precise and specific words and phrases and avoid vague and general ones. We can also look for signs of grammar, spelling, or punctuation errors in their answers. Ambiguity means using words or phrases with more than one possible meaning or interpretation. Obscurity means using words or phrases that are unclear or difficult to understand.

Using Grice’s maxims as a framework for assessment, teachers can help students improve their communication skills and achieve higher marks in their exams. Teachers can also provide them with constructive feedback and suggestions for improvement based on these principles.