How Do You... (Updated)

...explain to a hypothetical young person, who is still studying, that beyond the grades and the passing marks, beyond the practicality and international usage of it, which are the easiest to explain and get across, that there is importance and validity to English, the subject, as required by the course curriculum, and that it is worth the effort to put one's nose to the grindstone in reading and understanding fiction, or poetry, or essays, etc.? Note that said hypothetical young person is not a reader, has never developed a habit for reading, and does in fact, find reading as alien as a digital watch would be to a 19th century seafaring pirate, and is more immersed in other things that would interest one typical of that age, like mobile phones, video games, computers, movies, and pop music.

How do you do that? Or is it enough to stick to the practicalities of marks, scores, G.P.A.'s, and common usage?

To my two friends who have to deal with situations like this very often because of their professions, and whom I spoke with earlier this evening over the phone before I wrote this post, thank you for taking the time. I absolve you from answering this question. I'm glad that I amused you with it. :) But for those of you willing to share your opinions, I wouldn't mind hearing from you, but only if you can spare the time. Much thanks!

Update: Please visit this link at the PGS Multiply mirror for some meaty comments.