The phrase "ability of argument" is correct and usable in written English.
It can be used when discussing someone's skill or capacity to present or defend a point of view effectively.
Example: "Her ability of argument was evident during the debate, as she articulated her points clearly and persuasively."
Alternatives: "skill in argumentation" or "capacity for argument".
Absent the ability to make an obvious set of argument, Gregory at least has polls he can turn to that demonstrate widespread support for the President's position.
While essentially representing a 'capacity to benefit' argument ("the ability of a person to have a baby"), such accounts called for more nuanced restrictions than blunter, age-based limitations.
The term kicks off with an argument over the ability of aggrieved prisoners to seek damages against the private contractors that the government relies on to run many of its prisons.
On the possibility that Baker-Hamilton is wrong — that there is no "responsible exit" from Iraq: It is a deeply pessimistic argument about the ability of the Iraqi government to deal with the problems and, in a sense, a deeply pessimistic assessment about our ability to deal with the problems.
Mr Hague's reply is: show us how you can pay for your promises.Voters may now be able to look forward to a grown-up argument about the ability of the state to afford the level of public services Mr Brown wants.
It was also important for Douglass to demonstrate his eloquence and intelligence, an implicit argument for the ability of the enslaved to perform as citizens.
These contrasting studies have contributed to a controversial and on-going argument about the ability of different kinds of electromagnetic fields to modulate cellular behaviour.
MAPS is basing one of its primary arguments on the ability of mindful molecules to help in healing.
We also showed that the lab improved the ability of students to construct hypothetico-deductive arguments.
We designed this lab to reduce the extent to which students were thinking typologically, to improve the ability of students to construct hypothetico-deductive arguments, and to engage students in an activity they believed was useful and interesting.
Leibniz's second argument focuses on the ability of Cartesian physics to account for qualitative variety in the world.
