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Emily Coates and Amelia Jones discuss working through the archives of their subjects--Yvonne Rainer and Suzanne Lacy--encountering the artists’ relation to text, writing, and their pedagogical predecessors. Jones's article digs deeper into Lacy's work to find the crucial role of experimental pedagogy in the shift of art towards performance, conceptualism, and activism; Coates's essay reveals how Rainer's own notes and journals illuminate and challenge reductive interpretations of a writing dance artist’s work over time.