In one sentence, describe what the following article is about: Use your preview of the book's organization and your instructor's assignment to determine the best way to manage your reading time. You can read for a set amount of time, or break up your reading by chapter or purpose. If you're reading a work of fiction, you may be able to read for longer periods of time because of the nature of storytelling. Nonfiction reading may require you to focus more on your reading purpose. You don't need to read a collection of essays in order. Instead, try reading in order of topics or area of focus for your interest or assignment. If you are able to remember nearly everything, you have found a good pace. If not, stop a bit more often and try again. As your recall sessions improve, try to increase the reading time or amounts again. As you practice, your recall and comprehension will grow and you'll actually become a much more skilled reader. Before starting a new session, try to recall your previous reading sessions. The more you practice your recall skills, the more powerful your concentration and recall will become. Different types of books require different reading speeds for good comprehension. Easier texts, like novels, can be read much more quickly than a collection of academic essays. The research shows, however, that going too slowly can actually hurt your comprehension in difficult material. Keep your eyes moving and your attention focused by using an index card, a ruler, or your fingertips to underline the text. Stop to check your comprehension often to help you build your confidence as your speed increases. Each time that you stop to check your understanding of the details, make a note of the main ideas of the section you just completed. This list of main ideas will serve as an outline of the section that you can use to remember the material and to prepare for tests and essays. If you're writing notes in the margins, take this time to rewrite your notes in another location, such as a notebook, a word processing document, or a note-taking application. Make a separate list of topics or subjects and take notes on the details you learn. Your summaries should only include main ideas and arguments, while these details are the facts and ideas that support those ideas. Add these to your graphic organizer. These words may be useful when writing an essay about the book, or they may be terminology that you need to know for a test. Keep a running list of these words, the sentence from the book, and the dictionary definition as a reference. Teachers ask students questions to check students' understanding of the texts as well as to engage students in the topics in both academic and personal ways. If you ask questions while you read, you'll remember and comprehend the information better, and you'll be able to analyze and discuss it in greater depth. If you're annotating in the book itself, write your questions in the paragraph and then gather them together in your note taking system or graphic organizer. When you stop for a comprehension check, take a look at your questions from previous sections and try to answer them based on your new reading. If your work of nonfiction has headings and sub-headings within the chapters, change those titles into questions that you can answer as you continue to read. Use the notes you've been making, either in the margins or in your graphic organizer, but keep it brief. Focusing on the main ideas will help you to see the "big picture" of the text and to connect the ideas from one chapter to another, as well as to your assignment. Carefully copy and cite the page numbers for any direct quotations that seem to answer your questions or fulfill your reading purpose. You can also paraphrase and cite ideas that are useful to your assignment or purpose. Write down, in a separate section of your notes or graphic organizer, any repeated images, themes, ideas, or even significant terminology that you notice. You can develop these themes into essay topics or discussion comments, and they'll help you think more critically about the book. Mark passages that seem important, that are repeated, or that challenge you in some way, with an "X." Write a note in the margin, or in your organizer, about your reaction. After each reading session, go back through the sections you've read and re-read both the marked sections and your notes about them. Ask: "What pattern do I see? What does the author seem to be saying about these themes or ideas?" Write your responses next to your original notes. Include any direct quotations, with citations, and then explain why they're interesting or important. Sharing your responses and the information you've gathered as you go will help you to remember the information better, and a classmate may be able to correct any misinformation or misunderstanding you might have. Together, you can think more actively about the major ideas and themes of the book. Check your summaries and detail notes to make sure you haven't missed anything. Discuss the patterns you discovered and add any new conclusions you find. Answer each other's questions about the book and the assignment.
Summary: Read and take breaks to check your comprehension. Stop every few minutes and try to recall the details from your reading. Adjust your reading speed. Take summary notes as you read. Use the dictionary for unfamiliar or important words. Ask, and write down, questions as you read. Write a summary of the chapter or section in your own words. Take notes on patterns of ideas that appear. Talk with a classmate or friend about the book along the way.

In one sentence, describe what the following article is about: Slide the slider until you have your desired percentage. Around 3% should give you enough system restore points to be safe without overloading your hard drive. " The percentage of system restore points has been changed!
Summary: Open System by clicking the Start button , right-clicking Computer, and then clicking Properties. In the left panel, click System protection. In the System protection tab, highlight the system drive(C drive). Click the "Configure" button. Click "Apply," then "OK.

In one sentence, describe what the following article is about: It's a dark-green app with a white "X" on it. It's at the top of the Excel window. On Mac, first click File in the upper-left corner, then click New from Template in the drop-down menu. Type inventory list into the search bar at the top of the page, then press Enter. This will bring up a list of templates for inventory management. Click on the inventory list template that best suits your needs. Its preview page will open. Each inventory list template offers different features. If you don't like the template you've selected, press Esc to return to the templates page. It's to the right of the template's preview window. This may take a few seconds. Once the template is open, you can proceed. To change a pre-filled cell, double-click it, delete the number or word there, and enter your item's information. While your selected template may have slightly different options, every inventory list should include the following options: Item Number - An item's inventory (SKU) number. Item Name - An item's descriptive name. Item Cost - The cost of one item. Number in Stock - The number of an item. Net Value - The total value of an item's stock. To do so: Windows - Click File, click Save As, double-click This PC, click a save location on the left side of the window, type the document's name (e.g., "Inventory List") into the "File name" text box, and click Save. Mac - Click File, click Save As..., enter the document's name (e.g., "Inventory List") in the "Save As" field, select a save location by clicking the "Where" box and clicking a folder, and click Save.
Summary:
Open Microsoft Excel. Click the search bar. Search for inventory list templates. Select a template. Click Create. Wait for your template to load. Enter your inventory information. Save your work.