Learner writing has been an object of key interest to researchers since long and much research has been carried out in this regard using a vast array of methodologies. Previous research on Pakistani learner English is not only limited in its scope, but has shortcomings regarding the employed methodologies, since they are mostly highly subjective and unreliable. On the other hand, a few researches are backed up with quantitative evidence as they focus on the use and frequency of individual linguistic features. Comparative studies made in this regard mostly focus on comparing Pakistani learner data with that of native speakers in order to demonstrate inadequacies in Pakistani learners’ use of English language. However, the comparisons are not only insufficient, but also fall short of a sound theoretical basis. The advent of Biber’s multi dimensional analysis approach brought with it a holistic view of language evaluation, demonstrating how patterns of co-occurring linguistic features work together to perform different functions in language. The approach triangulates quantitative analyses employing statistical techniques with qualitative interpretation of language functionality. The present study aims at presenting comparative analyses of Pakistani learner writing against other varieties of World Englishes on the basis of this approach. The purpose of this study is to explore variation that lies between Pakistani English and three main varieties of World Englishes; ENL, ESL, and EFL, in terms of learner writing. The comparisons are made on five dimensions of 88 multi-dimensional analysis and three new dimensions of variability specific to learner argumentative writing. Finally, statistical evidence suggests that there is significant variation between the four population groups. The findings have been discussed in the light of respective co-occurring linguistic features of each dimension, with reference to previous research work on Pakistani learner writing.