If the teacher provides students with the best text, the student can gain knowledge from the text and apply it to critical thinking. This is considered knowledge transformation (Hodges 2015). If the wrong type of material is used to include Content Area Literacy in subjects, students will get sucked into revisiting knowledge. This will demonstrate that the material has not been fully grasped. When students are stuck in the revisit phase, they do not fully understand the materials and argue that the materials were generally provided. When a text is broken down and explained in the best way possible, students can move beyond the retelling phase and begin to transform knowledge into a deeper understanding of the content provided and the topic areas as a