The emergence of cyberspace and digital means of communicating has resulted in the flourishing of writers who became famous by publishing their literary works online. One of the successful writers with this humble beginning is Rupi Kaur whose style is subjectively described as bizarre, peculiar, an illusion of profoundness, lacks nuance, and unconventional.  To avoid jeopardizing the aesthetics and genuine meaning of her poetry, this research aims to explore the objective analysis and interpretation of her 12 micro poems selected from her book “Milk and Honey”. It specifically seeks to stylistically investigate the presence of foregrounded parts found in her poems and their linguistic forms. The obtained verbal data are analyzed through the lens of Geoffrey Leech’s foregrounding theory which focuses on deviation and parallelism. The study reveals that the foregrounded parts in terms of deviation are enjambment, omission of syllable sounds, hyperbaton, the personification of abstract nouns, and metaphorization which are linguistically categorized as graphological, phonological, grammatical, and semantic. In terms of parallelism, they are the repetition of sounds, lexeme, words, and phrases manifested through anadiplosis, epanalepsis, epistrophe, anaphora, and conduplicatio which are lexical, phonological, and syntactic. The foregrounded parts relay Kaur’s message on the importance of equalness among gender and women's empowerment as she retains her sense of heritage, and culture very evident from the interdependence of various semiotic modes that she used in her poetry. It is recommended that the objectivity of literary analysis and interpretation should be discussed intensively for the awareness of language/literature teachers and learners.

Advancements in educational technology have kept teaching and learning undisrupted during unprecedented times. Individual and collaborative web-based learning activities have addressed language teachers’ dilemma on how to approach teaching and learning remotely. Weblogging characterised by online journals has been considered to address students’ difficulty in mastering writing as a productive skill. In this study, the effectiveness of a collaborative weblog-based (CWB) project approach was explored. Utilising a quasi-experimental design, 56 English pre-service teachers enrolled in a state university were purposively selected to be the study participants. The validated pre-post-test questionnaire, course syllabus, lesson exemplars, and scoring rubric were used to gather the needed data on students’ writing skills. Results of the paired t-test revealed a significant increase in the three aspects: organisation, elaboration and grammar, usage and mechanics. The CWB project approach is an alternative way to improve students’ writing performance. It is recommended that CWB project may be used by teachers handling writing courses and other related disciplines to address writing proficiency.