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Building on recent advances in holistic writing assessment, this article reports on an attempt to use freewriting as a tool to assess reading comprehension. It begins by situating this project within several recent efforts to reform reading comprehension assessment. Next, it discusses freewriting as a form of written retelling, a procedure used historically as an alternative form of reading assessment. Then, it presents a taxonomy that illustrates several patterns constructed from using freewriting with proficient readers (graduate students). Finally, implications of this project for thinking differently about reading theory and reading assessment are provided.

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