This study examines differences and similarities in the information provided by direct and indirect measures of writing from the Collegiate Assessment of Academic Proficiency (CAAP). The indirect measure was a 72-item multiple-choice test, while the direct measure involved responding to two essay prompts. The 40-minute multiple-choice test can be subdivided into six skill areas: (1) punctuation; (2) grammar and usage; (3) sentence structure; (4) style; (5) strategy; and (6) organization. Item response and essay ratings were calibrated together using a graded response model from item response theory. Results suggest that while the essays are measuring a different component of writing ability than the multiple-choice test, their overlap is substantial. Relative information plots also suggest that the writing sample provides information equal to as many as 40 multiple-choice items. (Author/TJH)