OK, thanks. What you said sounds reasonable to me. I shall try to send
patches to qemu, firstly.

:-)

On 8/19/15 06:15, Peter Maydell wrote:
> On 18 August 2015 at 22:29, Chen Gang <xili_gchen_5...@hotmail.com> wrote:
>> On 8/18/15 22:32, Peter Maydell wrote:
>>> On 18 August 2015 at 15:27, Chen Gang <xili_gchen_5...@hotmail.com> wrote:
>>>> Welcome any ideas, suggestions and completions.
>>>
>>> You should stop working on adding new features and instructions,
>>> and concentrate on getting a coherent set of patches for some
>>> subset of the instruction set reviewed and into QEMU.
>>>
>>
>> OK, thanks. It sounds good. But I guess, it is not executable:
>>
>>  - I have already send a set of patches, but they are not integrated
>>    into qemu (or not reviewed).
> 
> You need to concentrate on getting these in. That means:
>  * check whether there are outstanding review comments
>    (or trivial bugs you found yourself in the instructions
>    covered by these parts) -- if so, then respin the patchset
>    and resend it
>  * 'ping' the patch series to remind people to review it
> 
> (Specifically, IIRC, RTH needs to review the codegen bits of
> the integer patches.)
> 
>>  - I have to continue, although they are not integrated into (it means
>>    I have to add new features and instructions, at present).
> 
> If you do this then you are drawing the attention and time
> of reviewers away from the patches which are nearly ready
> to go into QEMU and towards the new stuff you post. This
> means that the older patchsets are less likely to move forward.
> 
>>  - For me, when tilegx qemu pass gcc testsuite, and finish floating
>>    point insns in the preciser way, I guess, that is a reasonable point
>>    to send new patches to qemu.
> 
> This will result in a huge patchset which is very hard to
> review (and which is likely to get requests from me to
> split it up and send a smaller subset which is reviewable).
> 
> thanks
> -- PMM
> 

-- 
Chen Gang

Open, share, and attitude like air, water, and life which God blessed

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