The phrase "argumentation based on" is correct and usable in written English.
It can be used when discussing the foundation or reasoning behind an argument or claim.
Example: "The argumentation based on empirical evidence is more persuasive than that based on anecdotal experiences."
Alternatives: "reasoning grounded in" or "argumentation founded on".
We explore a framework for argumentation (based on classical logic) in which an argument is a pair where the first item in the pair is a minimal consistent set of formulae that proves the second item (which is a formula).
No algorithm can be provided, only argumentation based on the preceding steps.
Humanists regarded it as a practical way to investigate questions on which dialectical argumentation based on logic had proved unable to produce certitude.
To better explore this issue, we use quantified Boolean formulae to characterise an approach to argumentation based on classical logic.
See also G E Rational argumentation based on values and alternatives A method supporting rational argumentation in relation to alternatives and values is used in the preliminary flood risk assessment.
In physics, scientific practices include constructing and evaluating models, designing and executing experiments, and engaging in argumentation based on evidence.
For content selection and organization, we devised an argumentation strategy based on guidelines from argumentation theory.
In this context, we propose a general recursive schema for argumentation semantics, based on decomposition along the strongly connected components of the argumentation framework.
The argumentation is based on the assumption that 'knowing about' context and 'knowing about' lexis is contained and maintained within a networked cognitive system.
This argumentation is based on the assumption that the PISA assessments in math, science, and problem solving are able to measure students' competence as outcomes, which are directly linked to their education (Bulle [2011]; Kind [2013]).
The teaching and learning of argumentation are based on premises that are consistent with the wider literature in science education, namely in framing science learning in terms of the appropriation of community practices that provide the structure, motivation and modes of communication required to sustain scientific discourse (Kelly & Chen 1999; Lemke 1990).
