This study focuses on the use of Partnership Comprehensive Literacy (PCL) as a reading strategy to support reading in science and to explore the level of students^ Scientific argument. Partnership Comprehensive Literacy consist of 4 components that address the topic of the reading activity: the statements of the content, what I think, what the texts say, and evidence of the text. These components were used as a bridge to exploring students^ scientific arguments assessed at the end of the course. A content analysis was employed to analyse the data of scientific arguments using a rubric. The participants of this study were 40 college students in the department of physics education taking a course in the fundamental of physics. The findings revealed that the students^ level argument was dominated by the use of Claim-Reasoning-Evidence (CRE). In addition, students evaluated that the use of PCL in reading activity as being challenging but an interesting process because they have to find the evidence in the texts to support their statements of what I think. Finally, the implications for the use of PCL arising from this study are discussed.
